SCHOOL  AND  COLLEGE 

CREDIT  FOR  OUTSIDE 

BIBLE  STUDY 

CLARENCE  ASHTON  WOOD 


GIFT  OF 
World  Book  Company 


Education  Department 


SCHOOL  AND  COLLEGE  CREDIT 
FOR  OUTSIDE  BIBLE  STUDY 


SCHOOL  AND  COLLEGE  CREDIT 
FOR  OUTSIDE  BIBLE  STUDY 

A  Survey  of  a  Nonsectarian  Movement 
to  Encourage  Bible  Study 


By  Clarence  Ashton  Wood 

ALBANY,   NEW  YORK 

Graduate  of  State  Normal  School,  Oneonta,  New  York ; 
A.B.,  New  York  State  College  for  Teachers;  Ph.B., 
University  of  Chicago;  D.B.,  University  of  Chicago; 
Ph.M.,  Syracuse  University;  LL.M.,  University  of 
Maine;  LL.M.,  University  of  Buffalo;  Ped.M.,  New 
York  State  College  for  Teachers 

WITH     AN     INTRODUCTION     BY 

Vernon    Purinton    Squires 

GRAND  FORKS,  NORTH  DAKOTA 

Graduate  of  State  Normal  School,  Cortland,  New  York  ; 
A.B.,  Brown  University;  A.M.,  University  of  Chi- 
cago ;  Litt.D.,  Brown  University ;  Professor  of  English 
and  Dean  of  College  of  Liberal  Arts,  University  of 
North  Dakota;  Author  of  "North  Dakota  Syllabus  of 
Bible  Study  " 


YONKERS-ON-HUDSON,  NEW  YORK 

WORLD    BOOK    COMPANY 

1917 


Copyright,  IQZ7,  by  World  Book  Company 

Copyright,  IQ17,  in  Great  Britain 

A II  rights  reserved 

WSCCOBS-I 


SXff  C^jJ/il^JU\ 


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CONTENTS 

PAGB 

Introduction vii 

CHAPTER 

I.  Cooperation  between  State  and  Church  .        .        1 

II.  Credit  for  Outside  Bible  Study         ...      13 

III.  Advantages  of  the  Plan 30 

IV.  The  Plan  Applied  in  Higher  Education    .        .41 
V.  The  Plan  Applied  in  Secondary  Education       .      66 

VI.    Adaptations  in  Central  States  —  Eastern  Di- 
vision         85 

VH.    Adaptations  in  Central  States  —  Western  Di- 
vision  99 

VIII.    A  Kansas  Proposal 117 

IX.    Adaptations  in  Western  States  .        .        .        .128 

X.    Adaptations  in  Atlantic  States  .        .        .        .141 

XI.    Adaptations  in  Southern  States         .        .        .155 

XII.    The  Plan  Extended  to  Elementary  Education     166 

XIII.  The  Canadian  Situation 176 

XIV.  Action  of  Educational  and  Religious  Organi- 

zations      181 

XV.     Question  of  Legal  or  Sectarian  Difficulties  .     187 

XVI.    What  to  Do?    Prepare         .        .        .        .        .205 

XVII.    Mode  of  Procedure      .  ...    213 

Bibliography .        .    227 

Appendixes  : 

A.  The  North  Dakota  Syllabus 233 

B.  The  Colorado  Syllabus      .        .        .        .        .        .245 

C.  The  Oregon  Syllabus 267 

D.  The  Virginia  Syllabus 288 

E.  Examination  Questions 290 

Index 313 

v 


INTRODUCTION 

ANEW  task  or,  perhaps  better,  a  new  realization  of  the 
significance  of  an  old  task,  has  recently  come  to  the 
church  in  America.  Proud  of  our  success  in  separating 
church  from  state  and  thus  securing  unquestioned  religious 
liberty,  we  have  been  at  ease,  unaware  that  we  have  grad- 
ually drifted  into  a  situation  where  perhaps  two  thirds  of 
our  youth  are  securing  no  religious  instruction  whatever. 
The  state  gives  them  none  because  religion  is  not  in  its  prov- 
ince; the  church  gives  them  little,  for  they  do  not  come 
within  its  influence  or,  if  they  do,  the  influence  is  so  brief  and 
insignificant  as  to  count  for  very  little.  The  Sunday  school, 
to  be  sure,  has  become  better  organized  than  ever  before, 
but  it  has  had  absolutely  no  academic  recognition,  has 
failed  to  hold  a  large  majority  of  our  youth,  and  has  mani- 
fested very  little  activity  which  could  be  seriously  regarded 
as  truly  educational.  Test  after  test  given  to  the  brightest 
young  people  of  our  country  in  schools  and  colleges  has 
shown  a  most  lamentable  ignorance  of  the  greatest  of  English 
classics,  the  English  Bible,  and  of  the  fundamental  and  his- 
torical facts  lying  back  of  religious  faith.  It  has  become 
evident  that  not  merely  from  the  point  of  view  of  religion 
but  from  that  of  general  culture  the  problem  of  religious 
education  is  a  problem  worthy  of  most  serious  consideration. 
The  realization  of  these  facts,  which  seems  to  have  dawned 
on  several  educational  workers  in  various  parts  of  the  coun- 
try almost  simultaneously  a  few  years  ago,  has  spread  with 
wonderful  rapidity,  and  various  attempts  have  been  made  to 
meet  the  difficulty.  In  the  following  pages  Mr.  Wood  has 
set  forth  with  great  care  the  history  of  this  remarkable 
movement  and  its  present  status.  He  shows  us  how  the 
church  is  rallying  to  the  task,  how  it  is  catching  a  new  vision 
of  cooperating  with  the  state,  not  as  its  slave  or  as  its  mas- 

vii 


viii  INTRODUCTION 

ter,  but  as  a  co-worker,  a  coordinate  agency  joining  in  the 
great  common  task  of  giving  to  the  youth  of  our  land  a 
broad  and  generous  education  which  shall  fit  for  citizenship 
and  for  life.  The  movement  is  growing  so  rapidly  that  it 
is  impossible  to  keep  up  with  it,  but  Mr.  Wood  has  succeeded 
in  giving  us  a  vivid  picture  of  the  situation  as  it  is  in  this 
fall  of  1916.  It  is  fortunate  that  he  has  gathered  up  thus 
early  the  facts  which  have  attended  the  inauguration  of  this 
great  educational  movement  on  the  part  of  the  church  and 
the  new  recognition  of  the  value  of  Biblical  and  religious 
training  by  the  educational  authorities  of  our  country. 


VERNON  P.  SQUIRES 


The  University  of  North  Dakota 
November  2,  1916 


SCHOOL  AND  COLLEGE  CREDIT 
FOR  OUTSIDE  BIBLE   STUDY 


SCHOOL  AND  COLLEGE  CREDIT  FOR 
OUTSIDE  BIBLE  STUDY 

CHAPTER  ONE 

Cooperation  between  State  and  Church 

THE  Bible  has  been  called  the  textbook  of  American 
civilization.  It  "has  entered,  as  a  sort  of  lifeblood, 
into  the  history,  the  traditions,  the  ideals,  the  literature,  and 
the  very  thought-fiber  of  the  civilized  world." 

The  Bible  is  the  moral  code  and  religious  manual  of  a 
•majority  of  the  American  people.  "No  more  complete 
code  of  morals  exists  than  is  contained  in  the  New  Testa- 
ment, which  reaffirms  and  emphasizes  the  moral  obligations 
laid  down  in  the  ten  commandments."  It  is  the  "most 
valuable  one  source  of  inspiration  toward  the  religious  life 
and  righteous  conduct."  In  addition  to  its  ethical  and 
religious  value,  the  Bible  "contains  treasures  of  history, 
biography,  and  literature,  in  kinds  and  quality  not  to  be 
found  in  any  other  book." 

The  Bible  is  the  "best  seller"  among  all  books.  The  con- 
tinued demand  for  copies  of  the  Bible  is  extraordinary. 
Few  of  the  most  popular  novels  run  more  than  one  hundred 
thousand  in  circulation,  but  in  the  single  year  of  1915  the 
American  Bible  Society  alone  issued  2,707,739  copies  of  the 
Bible,  exceeding  the  issue  of  the  previous  year  by  281,321. 
In  its  century  of  existence  the  society  has  been  instrumental 
in  circulating  more  than  115,000,000  copies  of  the  Bible. 

The  Bible  is  found  in  nearly  every  American  home,  and 
a  great  deal  of  time  and  energy  is  devoted  to  religious  exer- 
cises and  instruction  based  upon  the  Bible.    Notwithstand- 

l 


2  CREDIT  FOB  OUTSIDE  BIBLE  STUDY 

ing  these  facts,  there  is  a  lamentable  ignorance  of  the  Bible, 
an  ignorance  which  is  not  confined  to  those  who  are  indif- 
ferent to  its  value. 

This  situation  is  primarily  due  to  the  fact  that  the  Bible 
has  been  excluded  from  the  curriculum  of  our  public  schools 
and  colleges.  Religious  instruction  based  upon  the  Bible 
was  given  in  the  colonial  and  early  state  schools.  In  those 
early  days  of  our  national  history  the  church  was  the  mother 
of  education.  In  these  later  days  the  state  has  taken  over 
the  educative  function  of  the  church,  save  in  one  particular, 
religious  education,  "the  normal  development  of  the  per- 
sonality in  and  for  the  complete  social  life  that  includes  God 
and  humanity  in  one  fellowship."  x 

THE  BIBLE  EXCLUDED  FROM  SCHOOLS 

Together  with  formal  religious  instruction,  the  Bible  has 
been  practically  excluded  from  our  public  institutions  of 
learning.  While  a  familiarity  with  the  history  and  literature 
of  the  Greeks  and  Romans  is  considered  essential  to  broad 
culture,  the  history  and  literature  of  the  Hebrews  is,  for  the 
most  part,  ignored  in  public  schools  and  colleges. 

This  situation  has  not  been  brought  about  by  the  enemies 
of  religion  and  of  the  Bible,  but  by  their  friends.  Disputes 
among  religionists  over  the  apportionment  of  public  moneys 
has  caused  the  state  to  withdraw  its  financial  support  from 
sectarian  schools. 

Ours  is  a  cosmopolitan  democracy,  for  our  population  is 
made  up  of  all  nationalities.  Our  political  ideals  forbid 
discrimination  among  our  citizens  upon  religious  grounds. 
Religious  freedom  is  guaranteed  to  the  individual.  No 
state  church  can  be  established.  From  these  political  ideals, 
which  lie  at  the  very  basis  of  our  national  life,  has  evolved 
a  so-called  doctrine  of  separation  of  state  and  church. 
1  Religious  Education  for  February,  1916,  page  4. 


COOPERATION  BETWEEN  STATE  AND  CHURCH     3 

Separation  of  state  and  church  has  been  interpreted  to 
mean  indifference  of  state  and  church,  if  not  hostility  of 
state  and  church.  The  present  lack  of  coordination  be- 
tween these  two  institutions  is  depriving  at  least  half  the 
children  of  the  United  States,  or  approximately  ten  millions 
in  number,  of  any  religious  instruction.  President  Butler 
of  Columbia  University  has  pointed  out1  that  the  child 
is  entitled  to  his  religious  inheritance  along  with  his  scien- 
tific, literary,  aesthetic,  and  institutional  inheritances.  Many 
of  our  American  youth  are  being  deprived  of  a  birthright, 
the  right  to  religious  instruction,  and  collateral  to  that  the 
right  to  a  part  of  their  literary  inheritance,  the  Bible. 

There  are  practical  difficulties  in  the  way  of  giving  ade- 
quate religious  instruction  in  the  public  schools,  though  it 
would  seem  that  it  ought  to  be  possible  for  intelligent  and 
fair-minded  men  and  women,  imbued  with  the  true  spirit  of 
Americanism,  to  impart  to  their  students  certain  funda- 
mental religious  ideas  common  to  all  religions  based  upon 
the  Bible,  without  intruding  religious  doctrines. 

For  the  present,  however,  the  field  of  religious  education 
must  be  covered  by  the  church.  "Though  the  state  must 
engage  in  education,  it  cannot  teach  or  demand  the  teaching 
of  religion,  which  is  the  most  vital  factor  in  education."  2 
Let  us  hope,  for  the  sake  of  the  unchurched  youth  in  our 
population,  that  this  is  but  a  temporary  expedient.  As  it 
is,  a  multitude  of  our  boys  and  girls  receive  no  direct  reli- 
gious or  moral  instruction  and  are  growing  up  in  absolute 
ignorance  of  the  Bible. 

Leaving  to  the  church  full  responsibility  for  the  adequate 
religious  instruction  of  her  children  does  not,  however, 
make  it  necessary  to  exclude  the  Bible  from  the  public 
schools.     We  need  to  draw  a  clear  distinction  between  the 

1  In  his  Meaning  of  Education,  page  17. 

2  Texas  Plan  of  Bible  Study,  page  2. 


4  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

religious  and  the  cultural  value  of  this  book.  An  important 
part  of  world  literature  as  it  is,  to  exclude  it  from  the  public 
school  curriculum  is  ridiculous. 

The  United  States  Commissioner  of  Education  has  said, 
"There  is  no  reason  why  the  Bible  should  not  have  its  right- 
ful place  in  our  school  curriculum."  l  In  some  jurisdictions 
the  fundamental  law  or  judicial  decree  has  declared  that 
the  Bible  is  not  a  sectarian  book  to  be  excluded  from  the 
public  schools.  In  Mississippi,  for  instance,  the  state  con- 
stitution explicitly  declares  that  it  is  not  to  be  construed 
as  justifying  the  exclusion  of  the  Bible  from  the  public 
schools.2  The  Bible  is  taught  in  some  of  the  schools  of  West 
Virginia,  and  there  teachers  are  required  to  pass  an  exami- 
nation on  the  Bible,  as  part  of  the  test  for  securing  a  license. 
In  the  Protestant  schools  of  the  Province  of  Quebec,  the 
teachers  must  teach  the  Bible  either  in  the  public  schools  or 
in  the  churches. 

In  some  states  the  law  requires  the  Bible  or  selections 
therefrom  to  be  read  in  the  public  schools.  In  many  states 
there  is  no  law  or  judicial  decision  concerning  the  matter, 
but  the  local  school  board  may  decide  the  question.  In 
some  it  may  be  read  if  no  one  objects.  Practically,  however, 
the  Bible  is  taboo  in  most  of  our  public  schools,  and  in  some 
states  it  is  absolutely  excluded  from  the  schools. 

Dr.  Richard  C.  Hughes,  secretary  for  university  work  of 
the  Presbyterian  Board  of  Education,  in  an  article  on  "The 
Limitations  of  Public  Schools"  in  Religious  Education,3 
after  reviewing  the  legal  provisions  of  the  various  states 
concerning  the  reading  of  the  Bible  in  the  public  schools, 
says :  "It  is  probable  that  the  number  of  schools  where  the 
Bible  is  read  is  decreasing.     But  it  is  evident  that  even  in 

1  Quoted  in  Religious  Education  for  December,  1915,  page  543. 

2  Article  III,  18. 

8  February,  1912,  page  578. 


COOPERATION  BETWEEN  STATE  AND  CHURCH     5 

those  states  where  conditions  are  most  favorable  the  stu- 
dents do  not  get  from  the  *  opening  exercises'  enough  instruc- 
tion for  their  real  needs.  .  .  .  The  Bible  reading  is  of 
necessity  formal,  without  comment,  and  brief.  Students 
are  apt  to  compare  this  colorless  presentation  of  the  Bible 
with  the  positive,  aggressive  teaching  of  other  subjects  to 
the  disparagement  of  the  Bible.  .  .  .  Something  more 
must  be  done,  something  more  than  it  is  possible  for  the 
schools  or  state  universities  to  do." 

MERE   READING   OF  THE   BIBLE   INSUFFICIENT 

We  may  agree  with  the  United  States  Commissioner  of 
Education,  when  he  says  that  "the  day  will  come  when  the 
Bible  will  be  read  in  the  public  schools  just  as  any  other 
book,"  *  but  the  mere  reading  of  the  Bible  without  note  or 
comment  is  not  sufficient.  It  has  been  pertinently  asked, 
"What  would  be  the  result  if  we  applied  the  principle  of 
freedom  from  adult  interference  to  other  branches,  secular 
literature,  history,  or  mathematics?"2  The  mere  reading 
of  an  emaciated  skeleton  of  the  Bible,  from  which  is  elimi- 
nated all  that  might  be  objectionable  to  any  sect  or  religious 
denomination,  is  inadequate,  especially  if  the  reading  is  done 
under  compulsion  by  an  unsympathetic  teacher. 

"The  population  of  the  average  community  is  made  up  of 
people  who  differ  so  widely  and  so  honestly  in  religious  faith 
and  belief  that  it  would  be  impossible  to  get  together  a  defi- 
nite body  of  religious  knowledge  that  would  be  satisfactory 
to  all  sects,  without  doing  violence  to  the  integrity  of  the 
Holy  Scriptures."  3 

It  is  also  inconsistent  with  our  democratic  institutions  for 
the  majority  to  compel  the  children  of  the  minority  to  listen 

1  Quoted  in  Religious  Education  for  December,  1915,  page  543. 

2  Emil  C.  Wilm,  The  Culture  of  Religion,  page  69. 

3  Mississippi  Plan  of  Affiliation,  page  5,  infra,  Chapter  XI. 


6  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

to  the  reading  of  the  religious  manual  of  the  majority,  with 
the  humiliating  option  of  remaining  outside  the  building 
while  it  is  being  read.  If  the  majority  of  one  period  may 
require  the  Bible  to  be  read  in  the  public  schools,  what  would 
prevent  a  majority  of  another  period  from  requiring  that 
the  Koran  or  any  other  religious  literature  be  so  read  ? 

What  is  needed  is  systematic  instruction  in  and  interpre- 
tation of  the  Bible,  not  mere  reading  of  it.  The  Bible,  as 
literature,  should  be  taught,  not  merely  read,  in  the  public 
schools,  but  of  course  without  sectarian  interpretation.  It 
should  be  in  the  curriculum  of  the  high  school  and  univer- 
sity, and  should  there  be  taught  as  other  literature  and 
history  are  taught.  It  should  there  be  "treated  as  a  great 
collection  of  religious  documents  that  have  profoundly 
affected  language,  literature,  art,  law,  and  customs,  in  fact 
the  entire  life  of  the  nation  and  the  people.  This  will  be 
information,  not  religion,  but  it  will  be  information  students 
ought  to  have."  * 

Except  in  limited  localities,  there  is  nothing  in  our  laws 
to  prevent  this  being  done.  We  must  recognize,  however, 
that  about  the  Bible  has  centered  so  much  religious  animosity 
and  with  the  Bible  are  associated  so  many  religious  doc- 
trines supposed  to  have  been  derived  therefrom,  that,  ex- 
cept in  communities  where  the  population  is  homogeneous 
in  a  religious  sense,  it  is  yet  impracticable  to  reintroduce  the 
Bible  into  the  public  school  curriculum,  even  as  literature. 

Some  information  about  church  history  and  about  the 
various  beliefs  and  ideals  of  the  various  great  world  religions 
is  now  given  in  history  and  literature  courses  in  state  schools 
and  colleges,  and  selections  from  the  Bible  are  sometimes 
included  in  the  optional  readings  in  English  courses.  This 
consideration  of  religion  and  the  Bible  is  incidental  and  in- 
consequential compared  with  the  significance  and  impor- 
1  Hughes,  supra,  page  587. 


COOPERATION  BETWEEN  STATE  AND  CHURCH     7 

tance  of  the  subject.  It  is  a  matter  of  common  knowledge 
that  the  reading  of  the  Bible  selections  is  seldom,  if  ever, 
encouraged  by  teachers  or  actually  done  by  students. 

If  the  Bible  may  not  be  read  in  the  public  schools,  there  is 
less  probability  of  its  being  taught  in  such  schools.  "It 
may  be  admitted,  then,  once  for  all,  that  for  the  present 
generation  at  least,  Biblical  instruction  by  teachers  in  the 
public  schools  is  a  matter  of  impossibility."  1 

CHURCHES   HAVE   ASSUMED   RESPONSIBILITY 

State  Superintendent  of  Public  Instruction  V.  M.  Rice, 
of  New  York,  said  in  1866 2  that  the  proper  places  in  which 
to  receive  religious  instruction  "are  churches  and  Sunday 
schools,  of  which  there  is  usually  a  sufficient  number  in 
every  district." 

Judge  Lyon  of  the  Supreme  Court  of  Wisconsin,  in  an 
opinion  given  in  1890,  holding  that  the  reading  of  the  Bible 
in  schools  of  that  state  constituted  sectarian  instruction 
within  the  meaning  of  the  constitution  of  that  state,3  said, 
"The  priceless  truths  of  the  Bible  are  best  taught  to  our 
youth  in  the  church,  the  Sabbath  and  parochial  schools,  the 
social  religious  meetings,  and,  above  all,  by  parents  in  the 
home  circle." 

Parents  are  disposed  to  delegate  the  instruction  of  their 
children  to  public  or  quasi-public  institutions.  They  con- 
tribute to  the  maintenance  of  schools  and  churches  and  send 
their  children  to  persons  who  are  specially  prepared  for  the 
work  of  instruction.  The  parent  thus  surrenders  his  pre- 
rogative, but  this  procedure  is  consistent  with  the  tendency 
toward  specialized  activities.     At  any  rate,  it  may  be  con- 

1  Mississippi  Plan  of  Affiliation,  page  5. 

2  Code  of  Public  Instruction,  page  349. 

8  Weiss  vs.  Edgerton,  76  Wisconsin  Reports,  page  202. 


8  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

ceded  that  the  solution  of  our  problem  is  not  to  be  found  in 
the  home,  as  suggested  by  Judge  Lyon. 

It  is  pertinent  to  inquire  :  "  How  many  parents  have  the 
knowledge  either  of  the  subject  or  of  pedagogy  to  teach  the 
Bible  properly  ?  Child  psychology  is  a  new  science,  and  as 
applicable  to  the  teaching  of  religion  as  of  music  or  numbers. 
So  greatly,  also,  have  men's  minds  changed  as  to  religious 
beliefs,  so  much  have  archaeology  and  history  and  ethnology 
done  to  alter  the  understanding  of  Biblical  statements,  that 
many  parents  would  confess  themselves  hopelessly  behind 
the  times  if  put  before  an  ordinary  Sunday  school  class." l 

In  the  schools  maintained  by  the  churches  is  given  all 
the  religious  and  Bible  instruction  of  any  moment  that  our 
young  people  receive.  "The  churches  have  a  responsibility 
for  the  students  that  cannot  be  shifted  upon  the  state.  .  .  . 
The  church  should  do  its  own  work  in  its  own  way  for  the 
young  people  who  normally  belong  within  the  range  of  the 
particular  church's  responsibility."  2 

The  Catholic  Church  has  taken  the  position  that  the 
educative  process  is  unitary,  that  the  religious  atmosphere 
should  permeate  the  whole  school  life.  It  has  maintained 
its  own  parochial  schools  in  order  to  withdraw  its  young 
people  from  what  have  been  characterized  as  the  "God- 
less" public  schools. 

A  writer  in  The  Catholic  Educational  Review  (3 :  166)  says 
that  "religion  must  be  given  as  an  integral  part  of  all  educa- 
tion, whether  in  science,  in  literature,  history,  or  philos- 
ophy, and  unless  it  is  so  given  it  is  a  worthless  addition  to 
a  life  process  which  is  integrated  and  complete  without  it." 

The  Protestant  church  has  taken  the  position  that  though 
the  educative  process  is  unitary,  it  does  not  follow  that  it 

1  The  Essential  Place  of  Religion  in  Education  (a  monograph  published 
by  the  National  Education  Association,  1916),  page  99. 
*  Hughes,  supra,  page  586. 


COOPERATION  BETWEEN  STATE  AND  CHURCH     9 

needs  to  be  conducted  at  the  same  time  in  one  place.  This 
church,  therefore,  attempts  to  provide  in  its  Bible  or  Sunday 
schools  the  religious  and  Biblical  instruction  which  is  not 
provided  in  the  public  schools. 

THE  DUTY  OF  THE  STATE  TO  ENCOURAGE  BIBLE  STUDY 

If  these  two  branches  of  the  Christian  church,  together 
with  the  Jewish  churches,  are  thus  working  in  a  field  where 
the  home  does  not  and  the  state  will  not  work,  ought  not  the 
state  to  foster  and  encourage  this  work?  "State,  church, 
and  parents  are  all  concerned  in  the  welfare  and  education 
of  the  child.  The  state  desires  good  citizens;  the  church 
desires  consecrated  Christians.  They  are  interested  in  all 
children  equally  and  impartially.  The  parent  is  interested 
in  the  individual;  he  wishes  the  greatest  prosperity  to  his 
own  child.  In  his  development  the  child  is  a  unit,  and  the 
forces  making  for  his  training  must  operate  in  harmony. 
There  is  partnership  in  our  interest;  there  must  be  co- 
operation in  our  training  if  the  best  results  are  to  be  at- 
tained." l 

The  whole  problem  of  the  religious  and  moral  education 
of  our  young  people  has  been  given  earnest  attention  during 
recent  years.  We  have  long  been  conscious  of  a  lack  of 
sympathetic  cooperation  between  the  public  schools  and 
the  church  schools.  Leaders  of  both  state  and  church  edu- 
cational systems  are  awakening  to  the  problem  of  religious 
education  as  a  common  responsibility.  There  is  felt  to  be 
need  for  a  more  systematic  and  effective  program  of  reli- 
gious and  moral  education  than  has  yet  been  offered  in  the 
public  schools  or  in  the  church  schools.  The  demand  has 
become  widespread  for  an  organized  correlation  of  all  edu- 
cational forces  for  moral  and  religious  ends. 

Within  the  last  few  years  several  plans  to  make  the  Bible 
1  Texas  Plan  of  Bible  Study,  page  3. 


10  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

better  known  to  the  pupils  of  the  public  schools  have  been 
put  forward.  The  interest  which  is  being  manifested  in  the 
various  movements  for  a  close  correlation  of  the  public  and 
church  schools  is  remarkable.  The  occasional  press  reports 
of  these  plans  have  aroused  world-wide  interest. 

In  addition  to  the  efforts  that  have  been  made  to  have 
the  Bible  more  generally  read  in  the  public  schools,  it  has 
frequently  been  suggested  that  the  church  supplement  the 
work  of  the  Sunday  school  by  further  instruction  on  Satur- 
days, or  after  school  hours  on  other  days  of  the  week.  This 
plan,  however,  has  not  been  widely  adopted,  probably 
because  of  a  reluctance  to  curtail  the  child's  opportunity  for 
recreation. 

VACATION  BIBLE  SCHOOLS 

Vacation  Bible  schools  have  been  conducted  in  the  church 
buildings  during  six  weeks  of  the  summer  vacation  with 
good  results.  These  schools  seek  to  combine  religious  train- 
ing and  practical  Bible  teaching  with  a  program  designed 
to  promote,  irrespective  of  race  or  creed,  the  social  welfare 
of  the  18,000,000  school  children  during  the  summer  vaca- 
tion. To  many  children  these  summer  schools  present  their 
only  opportunity  for  Bible  instruction.  It  is  claimed  that  as 
many  Bible  lessons  can  be  taught  in  a  six-weeks  session,  with 
classes  meeting  every  day  except  Saturdays  and  Sundays, 
as  the  ordinary  Sunday  school  can  teach  in  seven  months. 

These  vacation  schools  began  in  a  very  small  way  in  1901. 
The  movement  was  founded  in  New  York  in  that  year  by 
the  Rev.  Robert  G.  Boville,  whose  attention  was  drawn  to 
the  need  of  bringing  together  idle  children,  idle  churches, 
and  idle  students  for  community  welfare  on  the  East  Side 
of  New  York  City.  In  1907  the  Daily  Vacation  Bible 
School  Association,  a  national  organization,  was  formed 
and  schools  were  introduced  into  other  cities.     In   1915 


COOPERATION  BETWEEN  STATE  AND  CHURCH     11 

there  were  339  such  schools  in  78  different  centers,  with  a 
total  enrollment  of  73,058  children,  under  the  instruction 
of  2731  teachers.  In  oversight  and  instruction  these  schools 
are  nonsectarian  and  interdenominational. 

It  has  occasionally  been  proposed  to  adopt  the  European 
method  of  excusing  the  children  from  the  public  schools 
at  certain  times  to  attend  religious  instruction  in  the  church 
school  of  their  preference.  Rev.  George  U.  Wenner,  pastor 
of  Christ  Lutheran  Church  of  New  York  City,  proposed 
that  the  children  be  excused  for  this  purpose  on  Wednesday 
afternoons.1 

THE   GARY   PLAN 

At  the  industrial  city  of  Gary,  Indiana,  the  school  schedule 
has  been  so  arranged  that  all  pupils  whose  parents  request 
it  may  attend  schools  conducted  by  the  various  churches 
and  synagogues  of  the  city  during  a  part  of  each  school  day. 
The  so-called  Gary  plan  provides  that  the  child  can  be  ex- 
cused during  the  day  to  take  private  lessons  at  home  or  to 
attend  religious  instruction.  These  periods  are  not  taken 
from  the  academic  work  and  therefore  do  not  detract  from 
the  regular  work  of  the  school.  What  is  taught  in  these 
outside  classes  is  not  the  concern  of  the  public  school. 
The  pupil  goes  directly  from  home  to  church  school  and  then 
to  the  public  school,  or  else  from  the  public  school  to  the 
church  school  and  then  home.  Attendance  at  the  church 
school  is  not  compulsory,  but  is  entirely  a  matter  of  coopera- 
tion between  the  church  school  and  the  home. 

The  Gary  plan  is  recommending  itself  in  some  places  as 
a  practical  solution  of  the  problem  of  religious  education, 
but  religious  teaching  is  no  essential  part  of  the  plan.  It 
merely  presents  a  possible  opportunity.  The  children  re- 
ceive  their  religious   instruction  under  priest,   pastor,   or 

1  Religious  Education  and  the  Public  Schools.  American  Tract  Society, 
New  York,  1913. 


12  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

teacher  in  their  own  church  or  parish  house.  No  recogni- 
tion or  credit  is  given  in  the  Gary  public  schools  for  studies 
pursued  in  the  church  schools. 

STATE  AND   CHURCH   COOPERATING 

The  element  of  value  in  this  plan  is  that  it  demonstrates 
the  possibility  of  the  state  and  church  cooperating  in  the 
matter  of  religious  instruction  and  Bible  study.  A  clergy- 
man interested  in  promoting  the  Gary  system  is  quoted  as 
saying,  "I  am  absolutely  convinced  that  ...  a  church 
school  correlating  its  work  with  the  public  school  is  the  in- 
evitable system  and  the  only  solution  of  the  problem  of 
religious  education."  1 

Dr.  John  W.  Good  of  the  Kansas  State  Agricultural 
College,  in  "A  Plan  for  a  Closer  Cooperation  in  the  State  of 
Kansas  between  the  Public  Secondary  Work  of  the  State  and 
the  Educational  Work  of  all  the  Churches  within  the  State," 
says,  "A  solution  of  the  problem  of  Bible  study  is  quite 
possible  through  a  closer  cooperation  between  the  public 
school  and  the  educational  work  of  the  local  churches  of 
the  school  community." 

The  committee  on  religious  work  in  state  institutions  of 
higher  learning,  in  its  report  to  the  Fourth  Annual  Council 
of  Church  Boards  of  Education,  says,2  "It  is  very  clear 
that  in  education  the  separation  of  church  and  state  calls 
for  vigorous  cooperation  of  church  with  state." 

1  Bulletin  of  Board  of  Education,  Methodist  Episcopal  Church,  South, 
February,  1915,  page  206. 
8  Page  36. 


CHAPTER  TWO 
Credit  for  Outside  Bible  Study 

THE  notion  that  the  educative  process  can  be  conducted 
only  within  the  confines  of  a  building  or  a  group  of 
buildings  is  vanishing.  Our  state  and  private  universities 
are  carrying  their  advantages  to  the  students  by  extension 
lectures  and  correspondence  courses.  Satisfactory  completion 
of  courses  so  pursued  counts  toward  diploma  and  degree. 

In  many  places  certain  activities  carried  on  during  part  of 
the  day,  outside  of  the  public  school  but  under  supervision 
of  the  school  authorities,  are  credited  toward  graduation. 
Walter  S.  Deffenbaugh,  Chief  of  Division  of  School  Adminis- 
tration of  the  United  States  Bureau  of  Education,  wrote  on 
March  1,  1916,  that  he  was  in  favor  of  giving  credit  for  out- 
side work  when  supervised  and  standardized  by  the  school 
authorities. 

The  report  of  the  United  States  Commissioner  of  Educa- 
tion for  1915  *  says  that  the  movement  to  give  school  credit 
for  definite  home  work  is  progressing.  "A  number  of  high 
schools  now  allow  one  or  more  units  for  work  done  at  home, 
in  the  store,  or  in  the  shop,  under  the  supervision  of  the  school 
authorities.  .  .  .  The  giving  of  school  credit  for  some  defi- 
nite home  project  properly  standardized  and  supervised  is 
recognized  as  a  great  aid  in  bringing  the  work  of  the  home 
and  the  school  closer  together  and  of  offering  an  opportunity 
to  pupils  to  work  on  some  industrial  or  agricultural  project 
under  real  conditions." 

In  March,  1916,  the  educational  department  of  the  state 
of  New  York  announced  a  plan  for  coordinating  and  unifying 
home  activities  and  school  instruction  in  agriculture  and 
homemaking.    Regents'  credits  will  be  granted  for  successful 

1  Volume  I,  page  69. 
13 


14  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

completion  of  approved  work  in  these  subjects.  The  term 
"project"  is  applied  to  such  directed  study  plus  supervised 
work.  High  school  projects  in  agriculture  and  homemaking, 
supervised  by  special  teachers,  are  to  be  known  as  "senior 
projects,"  and  the  more  elementary  work  is  to  be  known  as 
"junior  projects." 

Pupils  above  the  age  of  twelve  years  may  undertake  any 
project  authorized  by  the  state  educational  department  and 
approved  by  the  district  superintendent  of  schools.  The 
district  superintendent  is  expected  to  secure  the  coopera- 
tion of  farm  bureaus,  high  school  agricultural  and  home- 
making  instructors,  granges,  fair  boards,  and  agricultural 
societies. 

One  credit,  or  "count,"  for  such  work  will  be  granted  to 
seventh  and  eighth  grade  pupils  during  any  one  year,  and  a 
maximum  of  two  counts  may  be  granted,  to  be  accredited 
only  after  high  school  entrance.  This  credit  is  to  be  given 
upon  certification  of  the  district  superintendent  and  ap- 
proval of  the  Division  of  Agricultural  and  Industrial 
Education. 

The  projects  outlined  for  1916  comprise  gardening,  potato 
growing,  corn  growing,  poultry  raising,  cooking,  and  sewing. 
It  is  announced  that  other  projects  will  be  added  from  time  to 
time  as  interest  warrants  their  consideration.  It  is  expected 
that  at  least  forty-five  minutes  during  each  school  week  will 
be  devoted  to  the  study  of  agriculture  or  homemaking  related 
to  the  project  being  carried  on  by  the  pupils. 

The  plan  is  designed  to  place  on  an  educational  basis  the 
activity  which  has  developed  in  connection  with  agricultural 
clubs  and  contests,  where  great  stress  is  laid  upon  garden  and 
kitchen  work  and  little  upon  school  instruction,  and  where  the 
school  instruction  in  agriculture  and  homemaking  is  given 
without  any  effective  plan  of  projecting  this  instruction 
into  the  home. 


CREDIT  FOR  OUTSIDE  BIBLE  STUDY  15 


SCHOOL  CREDITS   FOR   HOME  WORK 

School  credit  is  given  in  the  elementary  schools  at  Pough- 
keepsie,  New  York,  for  a  long  list  of  home  duties,  and  Super- 
intendent S.  R.  Shear  of  the  public  schools  said  in  his  annual 
report  to  the  board  of  education,  January  1,  1916:  "I  be- 
lieve some  way  should  be  planned  whereby  high  school 
students  as  well  might  receive  credit  for  work  done  outside 
of  the  regular  school  duties."1 

At  the  March  (1915)  meeting  of  the  Poughkeepsie  board  of 
education,  Superintendent  Shear  stated:  "If  a  child  pre- 
pares a  meal,  makes  a  bed,  mops  a  floor,  does  the  ironing  or 
washing,  cares  for  a  baby,  builds  a  fire,  goes  on  an  errand,  or 
does  any  one  of  the  thousand  things  that  children  are  called 
upon  to  do,  it  is  just  as  respectable,  and  just  as  much  a  part 
of  education,  as  the  study  of  Greek  and  Latin.  If  children 
could  have  credit  for  these  home  duties,  they  would  have 
more  respect  for  their  parents,  and  more  respect  for  labor, 
and  they  would  at  the  same  time  do  better  school  work."  2 

Beginning  with  the  opening  of  schools  in  the  fall  of  1915, 
credit  was  offered  for  a  long  list  of  home  duties.  Those 
specified  include  work  in  the  garden,  cleaning  yard,  sprink- 
ling lawn,  mowing  lawn,  sweeping  sidewalk,  shoveling  snow, 
care  of  heater,  washing,  ironing,  mopping,  bedroom  work, 
dusting,  housecleaning,  preparing  meals,  washing  dishes, 
caring  for  the  baby,  running  errands,  caring  for  sick,  repair 
work,  care  of  animals,  home  sewing,  paper  routes,  helping 
in  store,  practicing  music  lessons,  and  care  of  automobile. 
Credit  is  also  given  for  "any  other  important  duty  not  listed." 

The  pupil  is  given  a  card  on  Friday  afternoons  upon 
which  is  printed  the  list  of  home  duties  for  the  proper  perform- 
ance of  which  credit  will  be  given.  This  card  is  returned 
on  Mondays,  ten  days  after  it  is  received,  with  the  time  spent 

1  Annual  Report,  page  14.  2  Ibid.,  page  11. 


16  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

at  various  tasks  recorded  and  indorsed  by  parent  or  guar- 
dian. Superintendent  Shear  meets  the  objection  that 
parents  may  falsify  when  signing  these  cards,  by  saying: 
"I  believe  it  is  a  rare  parent  who  will  deliberately  falsify 
with  the  full  understanding  of  the  child,  and  the  full  knowl- 
edge of  the  parent.  Even  so,  here  is  a  splendid  opportunity 
for  the  teacher  to  give  moral  instruction  in  the  schools  and 
in  the  homes."  1 

The  rules  governing  the  giving  of  credit  for  home  duties 
provide  that  such  "credit  will  count  as  much  in  the  promo- 
tion of  a  child  as  any  regular  subject  in  the  school,  and  the 
pupil  will  be  marked  on  a  scale  of  one  hundred  for  actual 
work  of  not  less  than  forty-five  minutes  a  day";  also  that 
"any  duty  ...  of  value  to  the  parents  may  be  counted." 

Superintendent  Shear  reported  that  as  the  year  advanced 
he  was  "more  fully  persuaded  of  the  value  of  this  line  of 
work,"  and  that  it  was  "probably  the  most  important  for- 
ward move  we  have  made  this  year."  2  He  advocated  the 
plan  in  an  address  before  the  New  York  State  Council  of 
Superintendents  at  Ithaca  on  October  9,  1915.  Among 
other  reasons  advanced  for  it  was  that  it  dignified  labor, 
increased  sympathy  between  home  and  school,  and  hence 
increased  the  efficiency  of  the  school. 

Some  schools  in  other  states  give  credit  for  almost  any 
work  done  in  the  home.  Superintendent  L.  R.  Alderman  of 
the  Portland,  Oregon,  public  schools,  reported  to  the  United 
States  Department  of  Education,3  "We  are  giving  credit  in 
school  for  music  work  done  outside  of  school,  and  are  in 
some  schools  giving  credit  for  any  work  done  at  home."  4 

1  Annual  Report,  page  15. 

2  Ibid.,  pages  11  and  15. 

8  Report  for  1913,  Volume  I,  page  134. 

4  See  School  Credit  for  Home  Work,  by  L.  R.  Alderman.  Houghton 
Mifflin  Company,  Boston,  1915. 


CREDIT,  FOR  OUTSIDE  BIBLE  STUDY  17 

The  report  of  the  United  States  Commissioner  of  Educa- 
tion for  1914  1  states  that  while  "the  giving  of  credit  for 
any  kind  of  work  that  a  parent  certifies  his  child  has  done  is 
not  generally  considered  advisable,"  "some  schools  report 
good  results  where  this  plan  has  been  tried." 

There  are  several  plans  for  allowing  credit  for  home  work. 
In  high  schools  requiring  fifteen  or  sixteen  points  or  units 
for  graduation,  the  usual  plan  is  to  allow  a  unit  of  credit  for 
definite  home  tasks.  In  the  elementary  schools  a  few  points 
are  added  to  a  pupil's  grade  in  the  industrial  subjects,  or  a 
half  holiday  is  granted  to  a  pupil  after  he  has  earned  a  cer- 
tain number  of  credits. 

In  Kansas,  at  the  cities  of  Topeka  and  Salina,  a  total  of 
three  credits  is  given  toward  graduation  from  high  school 
for  work  done  outside  of  the  high  school.  Not  more  than 
two  of  these  credits  may  be  in  any  one  subject. 

In  Wyoming  credit  is  given  for  industrial  work,  manual 
training,  etc.,  conducted  outside  of  the  public  schools. 

At  Westbrook,  Maine,  the  high  school  course  of  study 
meets  the  requirements  of  college  entrance,  while  at  the 
same  time  it  contains  two  electives,  paper  making  and  tex- 
tile working.  The  students  may  spend  one  half  day  each 
week  doing  work  in  the  local  mills,  for  which  they  can  receive 
credit  in  these  elective  subjects. 

It  is  not  uncommon  for  credit  to  be  given  for  work  done 
outside  of  regular  school  classes  in  the  schools  of  Ohio. 
At  Franklin,  in  that  state,  such  credit  is  given  for  work 
done  in  correlation  with  the  high  school  and  under  the  direc- 
tion of  the  superintendent  of  schools  in  music,  art,  manual 
training,  domestic  science,  agriculture,  and  commercial  lines. 
Credit  is  given  at  Coshocton  for  outside  work  along  various 
lines  like  music. 

The  giving  of  credit  for  work  done  in  music  under  the 
1  Volume  I,  page  69. 


18  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

instruction  of  a  competent  private  teacher  is  meeting  with 
favor,  according  to  the  United  States  Commissioner  of  Edu- 
cation, for  in  the  report  last  cited  we  read:  "Many  girls 
attempt  to  carry  lessons  in  instrumental  music,  which  re- 
quire several  hours  of  practice  a  day,  in  addition  to  their 
regular  high  school  studies.  .  .  .  That  school  officials  are 
coming  to  recognize  the  necessity  for  giving  credit  for  music 
taken  outside  of  school,  provided  no  music  course  is  offered 
by  the  school,  is  shown  by  the  many  reports  received  at 
this  bureau.' '  * 

The  following  report  from  Junction  City,  Kansas,  is  cited 
as  typical:  "There  has  been  a  growing  demand  among  the 
pupils  of  the  high  school  to  take  some  form  of  instrumental 
music  outside  of  school.  To  do  this,  they  have  had  either 
to  run  the  risk  of  overwork  or  to  postpone  their  musical 
training  until  later  in  life.  The  school  authorities  have 
arrived  at  the  conclusion  that  a  serious  and  thorough  study 
of  singing  or  the  playing  of  any  musical  instrument  is  as 
truly  a  part  of  education  as  any  regular  school  subject." 

At  Webb  City,  Missouri,  credit  is  given  for  private  in- 
struction in  music  equivalent  to  the  course  outlined  by  the 
State  Department  of  Education.  At  Lewiston,  Idaho,  four 
of  the  sixteen  units  required  for  graduation  from  the  high 
school  may  be  secured  for  music  courses  pursued  outside  of 
the  school. 

At  Rockford,  Illinois,  the  board  of  education  in  1916  passed 
an  order  allowing  credit  to  be  given  for  study  of  piano  and 
violin  music  outside  of  school  hours.  In  order  to  receive 
this  credit  the  student  is  required  to  submit  to  an  examination 
by  a  committee  of  competent  musical  experts  at  the  begin- 
ning of  the  school  term.  Lessons  must  be  taken  at  intervals 
of  not  less  than  one  week,  and  the  hours  given  to  practice 
must  be  certified.    At  the  close  of  the  semester,  a  second 

1  Page  87. 


CREDIT  FOR  OUTSIDE  BIBLE  STUDY  19 

examination  is  required.  The  plan  was  worked  out  through 
the  cooperation  of  the  school  authorities,  the  members  of 
a  local  musical  club,  and  prominent  vocal  instructors.  It  is 
probable  that  credit  will  be  offered  in  the  Rockford  public 
schools  during  1917  for  outside  vocal  music. 

OUTSIDE   BIBLE   STUDY   INCLUDED 

At  the  city  of  Newton,  Kansas,  credit  is  given  in  the  high 
school  for  regular  weekly  music  lessons,  instrumental  or 
vocal,  under  an  accredited  instructor,  for  active  member- 
ship in  any  high  school  or  approved  city  musical  organiza- 
tion, for  active  membership  in  high  school  literary  work, 
steady  work  on  the  farm,  in  the  home,  in  the  store,  bank, 
shop,  factory,  office,  etc. ;  for  judging  with  some  degree  of 
accuracy  different  types  of  horses,  cattle,  hogs,  and  chickens ; 
for  china  painting,  oil  painting,  art  needlework,  or  other 
handicraft,  or  other  home-decorative  work,  and  for  definite 
Bible  study. 

At  various  places,  including  Topeka  and  Salina,  Kansas, 
Grand  Rapids,  Michigan,  and  Birmingham,  Alabama,  credit 
has  been  offered  for  outside  study  of  the  Bible  as  well  as  for 
similar  work  in  music  and  other  subjects. 

Why  should  not  credit  be  given  toward  high  school 
graduation  for  definite  Bible  study  pursued  outside  of  the 
school,  either  in  the  home  or  in  the  church  school,  or  else- 
where? Is  not  the  study  of  the  Bible  "as  truly  a  part  of 
education  as  any  regular  school  subject,"  and  if  such  credit 
can  be  given  "for  any  kind  of  work  that  a  parent  certifies 
his  child  has  done,"  ought  there  to  be  any  hesitation  about 
giving  credit  for  Bible  study?  Should  the  public  schools 
discriminate  against  a  collection  of  literature  that  has 
played  and  is  playing  such  a  vital  part  in  the  life  of  our 
people  ? 

For  the  public  schools  and  colleges  to  grant  credit  toward 


20  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

graduation  for  Bible  study  pursued  outside  of  these  insti- 
tutions would  introduce  no  novel  principle.  In  thus  recog- 
nizing the  cultural  value  of  Bible  study  they  accord  to  it  the 
same  recognition  that  they  now  accord  to  other  activities 
carried  on  outside  of  the  classroom. 

Superintendent  H.  B.  Wilson  of  the  public  schools  of 
Topeka,  Kansas,  says :  "It  is  not  difficult  to  find  parallels  in 
support  of  this  policy  on  the  part  of  the  school.  Many 
school  systems  give  credit  toward  graduation  from  high 
school  for  art  work  done  by  high  school  students  in  private 
studios.  Credit  is  likewise  given  toward  graduation  from 
high  school  for  music  work  done  under  private  teachers. 
Also,  the  high  school  credits  toward  graduation  the  work  of 
students  done  under  all  cooperative  arrangements,  whether 
the  student  be  a  commercial  student  spending  part  of  his 
time  in  the  business  office,  or  a  manual  training  student 
spending  a  portion  of  his  time  in  the  factory,  or  a  student 
who  takes  training  in  physical  education  in  the  Young 
Men's  Christian  Association,  receiving  credit  for  the  same 
at  the  high  school."1 

It  is  customary  for  the  public  schools  to  recognize  work 
done  in  private  schools  or  under  private  tutors  either  upon 
certificate  or  after  examination.  "There  can  be  no  logical 
objection  to  granting  high  school  credit  for  work  done  out- 
side, if  the  character  of  the  work  is  such  as  entitles  it  to  recog- 
nition, and  if  a  rigid  examination  shows  that  it  has  been  well 
done;  high  schools  frequently  give  credit  for  work  done  in 
private  schools  or  by  private  tutors."  2  Why  should  not 
the  work  of  the  church  schools,  Catholic,  Protestant,  and 
Jewish,  be  similarly  credited,  when  properly  done  and  tested 
by  examination  or  otherwise?  If  the  church  schools  are  in 
any  measure  providing  religious  education  for  future  citi- 

1  Sunday  School  Journal,  June,  1906,  page  431. 

*  Dr.  Vernon  P.  Squires,  Brown  Alumni  Monthly,  May,  1914. 


CREDIT  FOR  OUTSIDE  BIBLE  STUDY  21 

zens,  ought  not  the  state  to  acknowledge  its  obligation 
therefor  and  at  least  grant  adequate  recognition  for  the 
cultural  value  of  the  Bible  study  pursued  therein? 

The  United  States  Commissioner  of  Education  in  the 
report  for  1915  says,1  referring  to  the  hiring  of  a  manager  of 
the  school  savings  association  by  six  banks  at  Little  Rock, 
Arkansas,  to  promote  thrift  among  the  school  children,  that 
"the  cooperation  of  outside  agencies  should  be  encouraged." 
This  statement  is  surely  sweeping  enough  to  include  the 
church  schools. 

It  has  been  empirically  proved  that  the  state  may  co- 
operate with  the  church  and  coordinate  the  educational 
activity  of  the  churches  with  that  of  the  public  schools. 
Public  schools,  elementary  and  high  schools,  and  colleges 
in  many  of  the  states  and  provinces  of  North  America  are 
granting  credit  toward  graduation  from  such  institutions 
for  Bible  study  voluntarily  pursued  outside  of  the  state 
institutions,  mainly  in  the  church  schools. 

During  the  last  few  years  such  a  plan  has  been  instituted 
and  followed  in  certain  cities  in  more  than  thirty  of  the 
states  and  provinces.  In  several  states  the  plan  has  been 
officially  indorsed  by  the  state  educational  authorities. 
Many  groups  of  educators,  representing  state  and  church 
educational  associations,  either  have  already  initiated  the 
movement  or  are  about  to  recommend  such  action.  A 
solution  has  been  found  for  one  of  the  most  vexatious 
problems  of  American  life.  "  What  I  believe  to  be  an  effec- 
tive door  is  about  to  be  opened  to  the  churches  in  the 
matter  of  giving  religious  education  to  students  in  state 
high  schools."  2 


1  Volume  I,  page  44. 

2  Stonewall  Anderson,  secretary  of  education  of  the  Methodist  Episcopal 
Church  South,  in  Bvlletin  of  Board  of  Education,  July,  1915,  page  62. 


22  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 


OUTLINE  OF  THE  PLAN 

According  to  this  plan  the  public  or  state  schools  simply 
recognize  the  cultural  value  of  Bible  study  and  grant  aca- 
demic recognition  therefor,  leaving  to  the  church  the  oppor- 
tunity and  the  responsibility  of  interpreting  the  Bible  as  it 
chooses. 

The  Bible  will  continue  to  be  studied  as  now,  only  more 
systematically  and  enthusiastically,  in  church  schools, 
young  people's  classes,  or  privately.  The  teacher  inter- 
prets the  Bible  according  to  the  tenets  of  the  particular 
church  with  which  the  class  or  the  members  may  be  con- 
nected. The  public  school  authorities  concern  themselves 
only  with  the  attainments  made  by  the  student  in  the  geo- 
graphical, historical,  and  literary  aspects  of  the  Bible.  The 
state  either  satisfies  itself  by  certificate  of  the  teacher  of  the 
class  that  the  work  has  been  satisfactorily  done,  or  itself 
tests  the  results  by  an  examination  or  other  written 
exercise. 

Credit  is  given  in  most  cases  for  satisfactory  completion 
of  any  approved  course  of  Bible  study,  as  there  is  no  general 
disposition  to  require  the  use  of  any  particular  course,  or  to 
supplant  any  established  courses.  Frequently  an  alterna- 
tive course  is  outlined  or  suggested. 

In  the  Protestant  Sunday  schools  credit  is  generally  given 
for  study  of  either  the  Uniform  or  Graded  Series  of  the 
International  Lessons.  The  use  of  the  International  Les- 
sons with  supplemental  lessons  is  suggested  at  Pawnee  City, 
Nebraska.  At  Iberia,  Missouri,  the  work  may  be  based 
upon  the  International  Graded  Series  or  other  course  ap- 
proved by  the  academy  authorities.  The  Senior  Graded 
Series  is  required  in  the  junior  high  school  of  Lewiston, 
Idaho,  while  in  the  senior  high  school  of  that  city  the  Con- 
structive Series  published  by  the  University  of  Chicago 


CREDIT  FOR  OUTSIDE  BIBLE  STUDY  23 

Press,  or  its  equivalent,  is  required.  The  topics  of  the 
International  Graded  Series  are  adopted  in  Colorado  and  in 
Texas,  and  textbooks  in  the  Constructive  Series  are  sug- 
gested for  supplemental  reading.  The  Constructive  Series 
is  used  likewise  at  Webb  City  and  at  Iberia,  Missouri.  At 
Tacoma,  Washington,  a  special  course  has  been  prepared 
by  the  Educational  Committee  of  the  local  Ministerial 
Alliance. 

In  most  cases  a  brief  syllabus  is  provided,  giving  in  out- 
line the  minimum  requirements  for  credit,  to  serve  as  a 
guide  for  the  use  of  teachers  and  pupils  pursuing  Bible  courses 
for  credit.  The  syllabus  originally  proposed  in  North 
Dakota  has  been  followed  in  many  different  places,  either  in 
its  original  form  or  after  adaptation  to  local  conditions,  as 
in  Indiana.  In  Oregon  an  amplification  of  the  North 
Dakota  syllabus  has  been  prepared  by  the  State  Superin- 
tendent of  Public  Instruction.  In  the  state  of  Washington 
a  syllabus  is  to  be  issued  under  the  auspices  of  the  State 
Department  of  Education.  At  Pawnee  City,  Nebraska, 
the  superintendent  of  public  schools  furnishes  each  Sunday 
school  with  a  brief  outline  of  the  work  to  be  covered.  The 
subject  "Bible  Study"  there  appears  in  the  printed  high 
school  course  of  study. 

The  expense  of  printing  and  distributing  the  syllabus  has 
sometimes  been  borne  by  the  State  Sunday  School  Associa- 
tion, but  in  some  cases  the  state  has  printed  the  syllabus. 
In  Oregon  an  elaborate  syllabus  has  been  printed  by  the 
state.  In  Colorado  the  plan  is  set  forth  in  a  bulletin  of  the 
State  Teachers'  College. 

In  most  cases  some  evidence  is  required  by  the  public 
school  authorities  that  a  minimum  amount  of  time  has  been 
spent  in  class  exercises  and  in  preparation  therefor,  as  a 
prerequisite  for  securing  the  credit  for  Bible  study.  The 
amount  of  work  varies  from  thirty-six  to  forty-five  recita- 


24  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

tions  a  year,  averaging  one  recitation  a  week  during  the  four 
years  of  the  high  school  course. 

The  usual  plan  is  for  the  high  school  to  grant  a  limited 
amount  of  credit  for  Bible  study  toward  graduation, — 
about  the  same  amount  of  credit  that  is  often  given  for 
other  outside  work,  —  but  in  Alabama  it  is  proposed  to 
add  a  few  points  to  the  pupil's  grade  in  the  public  school, 
as  is  sometimes  done  in  industrial  subjects  for  outside  or 
home  work. 

A  certificate  is  frequently  required  attesting  certain  facts 
relating  to  the  quantity  of  the  work  done,  and  the  regu- 
larity and  punctuality  in  attendance.  This  is  true  at  Topeka 
and  Salina,  Kansas,  and  Tacoma,  Washington.  The  certifi- 
cate is  signed  by  the  teacher  of  the  class  and  sometimes 
countersigned  by  the  superintendent  of  the  Sunday  school 
or  the  pastor,  or  by  both. 

Credit  is  given  in  a  few  cases  for  Bible  study  carried  on 
in  church  school  classes  upon  the  statement, or  certificate 
of  the  teacher  that  the  work  has  been  satisfactorily  done, 
without  any  formal  examination  being  required,  but  the 
satisfactory  completion  of  the  minimum  amount  of  work 
required  for  high  school  credit  is  generally  tested  by  a  written 
examination.  In  some  places  credit  is  based  in  part  upon 
notebooks  or  other  written  work.  One  half  credit  is  some- 
times given  for  a  term  paper  and  the  other  half  for  a  success- 
ful written  test  or  examination.  In  Colorado  more  empha- 
sis is  put  on  the  written  exercises  and  notebooks  than  on  the 
examination.  The  questions  in  no  case  cover  anything  but 
the  geographical,  historical,  and  literary  aspects  of  the  Bible.1 

At  Tacoma  the  pupil  is  admitted  to  the  examination  only 
on  recommendation  of  the  teacher  of  the  class,  who  sends 
to  the  high  school  a  record  of  class  grade.  In  Virginia  it  is 
proposed  that  only  pupils  conforming  to  the  general  require- 

1  See  Appendix  E,  pages  290-311. 


,r\^  I  t  V '"'7'tJ. 

v     'W  n     CREDIT  FOR  OUTSIDE  BIBLE  STUDY         v  25 

ments  of  the  public  school  are  to  be  admitted  to  the  exami- 
nation by  the  high  school. 

In  some  states  a  uniform  examination  is  conducted  in  all 
schools  where  credit  is  sought.  In  other  states,  where 
credit  is  allowed  by  school  boards,  local  arrangements  are 
made  for  the  examination.  In  Vermont  it  was  proposed  that 
examinations  be  conducted  in  such  manner  as  would  be  ac- 
ceptable to  the  local  school  authorities. 

The  examination  is  given  quarterly,  half  yearly,  or  once  a 
year  at  the  close  of  the  school  year.  It  is  given  each  half 
year  at  Olathe,  Kansas,  and  Iberia,  Missouri,  and  at  Tacoma, 
Washington.  It  is  usually  given  at  the  time  of  other  public 
school  examinations,  usually  in  the  public  school  building 
and  by  the  public  school  authorities. 

In  the  cities  of  Washington  it  is  usually  given  under  the 
direction  of  the  high  school  principal.  At  Tacoma  it  is 
conducted  by  high  school  examiners.  In  Mississippi  the 
examination  is  conducted  and  the  papers  are  graded  by  the 
high  school  authorities.  At  Topeka,  Kansas,  the  exami- 
nation is  conducted  by  a  "disinterested  competent  student 
of  the  Bible."  At  Salina,  in  the  same  state,  it  is  conducted 
by  a  committee  consisting  of  the  superintendent  of  public 
schools,  the  principal  of  the  high  school,  a  member  ap- 
pointed by  the  board  of  education,  and  two  members  ap- 
pointed by  the  local  ministerial  union.  Sometimes,  however, 
the  examination  is  conducted  by  the  teacher  of  the  class  in 
the  church  building  with  questions  prepared  either  by  the 
teacher  or  by  the  school  authorities  or  some  one  designated 
by  them. 

There  are  various  plans  for  formulating  the  questions.  In 
North  Dakota  the  questions  are  prepared  by  the  state  edu- 
cational authorities.  In  Indiana  they  are  prepared  by  a 
committee  of  the  State  Teachers'  Association.  At  Olathe, 
Kansas,  the  questions  are  prepared  by  a  committee  repre- 


26  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

sentative  of  the  various  church  schools  conducting  the 
classes  in  collaboration  with  the  high  school  authorities. 
At  Grand  Rapids,  Michigan,  the  questions  are  submitted 
by  the  teacher  of  the  class  to  the  high  school  principal  for 
approval  as  to  their  pedagogical  value.  The  Mississippi 
plan  of  affiliation  provides  that  the  teacher  of  the  several 
groups  in  a  community  may  suggest  questions,  but"  the  high 
school  authorities  may  make  up  the  final  list  of  questions. 
At  Iberia,  Missouri,  the  questions  are  approved  by  the 
Academy  teachers.  In  Virginia  the  examination  questions 
are  to  be  prepared  by  a  committee  of  educators,  appointed 
by  the  State  Board  of  Education.  The  papers  are  to  be 
sent  to  the  high  school  principals,  who  conduct  the  exami- 
nation and  send  the  answer  papers  to  the  committee,  which 
determine  the  grades  that  are  reported  back  to  the  principal. 
It  was  proposed  in  Ontario  that  the  examination  paper  be 
prepared  by  an  educationist  appointed  by  the  Minister  of 
Education  and  that  it  be  submitted  for  criticism  to  a  com- 
mittee representing  the  churches,  which  should  be  especially 
selected  for  the  purpose. 

The  Bible  study  classes  are  generally  conducted  in  the 
churches  or  any  other  convenient  places  that  are  not  public 
school  buildings.  Sometimes,  however,  they  meet  in  the 
public  school  building  after  school  hours.  In  some  cases 
Bible  study  is  presented  as  a  regular  class  study  in  the  public 
school  building.  At  Des  Moines,  Iowa,  the  teaching  is  done 
in  the  high  school  building  after  school  hours  by  high  school 
teachers.  At  Spokane,  Washington,  Bible  courses  are 
taught  in  the  night  school  for  teachers  of  Sunday  school 
classes  and  for  high  school  students. 

In  Ontario  Province  religious  instruction  is  given  in  the 
normal  school  buildings  by  representatives  of  the  various 
churches  and  is  accepted  as  part  of  the  regular  work  re- 
quired for  graduation. 


CREDIT  FOR  OUTSIDE  BIBLE  STUDY  27 

No  public  funds  are  used  in  teaching  the  Bible  courses  for 
credit,  and  the  state  itself,  in  most  cases,  has  not  assumed 
any  financial  obligation  in  connection  with  this  work.  The 
plan  leaves  with  religious  bodies  the  responsibility  and  cost 
of  Bible  teaching.  The  teaching  is  never  done  by  public 
school  teachers  as  such.  It  is  usually  done  by  teachers  in 
the  church  schools,  priests,  pastors,  leaders  from  the  Young 
Men's  Christian  Association  or  the  Young  Women's  Christian 
Association,  or  other  qualified  person.  As  a  matter  of  fact, 
the  teacher  is  generally  the  pastor  or  priest,  or  some  high 
school  teacher.  If  the  teaching  is  done  by  public  school 
teachers,  they  receive  no  additional  remuneration  therefor. 

AN   EDUCATIONAL,    NOT   A   RELIGIOUS   MOVEMENT 

Various  plans  have  been  suggested  to  avoid  any  semblance 
of  discrimination  against  any  creed  or  sect.  It  must  not 
be  overlooked  that  this  is  no  more  a  Christian  movement 
than  it  is  a  religious  movement.  Credit  is  to  be  given  for 
creditable  Bible  study  pursued  by  Christian  or  Hebrew. 
In  a  suggested  course  of  Bible  study  issued  by  the  State 
Superintendent  of  Public  Instruction  of  Oregon,  provision 
is  made  for  the  study  of  the  Apocryphal  literature  of  the 
Hebrews,  books  that  have  not  been  canonized  and  made  a 
part  of  the  Christian  Bible.  In  Virginia  three  courses  ;of 
Bible  study  are  offered  by  the  state  authorities,  two  in  the 
Old  Testament  and  one  in  the  New  Testament,  so  that  the 
Hebrew  who  denies  the  inspiration  and  authority  of  the 
New  Testament  may  confine  his  study  to  the  Biblical  liter- 
ature that  is  more  acceptable  to  him.  The  student  may 
receive  credit  for  the  satisfactory  completion  of  any  two  of 
the  three  courses.  In  the  province  of  Ontario,  it  was  pro- 
posed that  optional  questions  be  given  in  the  examination 
so  that  the  pupil  might  confine  himself  to  the  Old  Testament 
if  he  chose. 


28  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

The  course  is  entirely  voluntary,  thus  interfering  in  no 
way  with  individual  liberty,  whether  of  secularist  or  religion- 
ist. The  decision  on  the  part  of  individuals  or  churches 
whether  or  not  to  cooperate  in  the  plan  is  left  entirely  with 
them. 

This  plan  of  giving  credit  for  Bible  study  does  not  super- 
sede or  displace  any  other  plan  for  giving  instruction  in  the 
Bible  outside  of  the  public  school  during  school  hours. 
Creditable  Bible  study  pursued  in  summer  Bible  schools  or 
in  week-day  Bible  schools  can  be  credited,  according  to  this 
plan,  toward  public  school  graduation,  the  same  as  for  such 
study  pursued  in  Sunday  schools. 

It  should  be  noted  that  the  plan  does  not  put  the  Bible 
into  the  public  schools,  but  secures  credit  for  creditable 
Bible  study  pursued  outside  of  the  schools. 

SUNDAY   SCHOOLS   AS   EDUCATIONAL   AGENCIES 

Dr.  Gerrit  Verkuyl,  now  educational  superintendent  for  the 
Middle  Northwest,  of  the  Presbyterian  Church,  writing  on 
"The  Recognition  of  Outside  Religious  Study  by  Our  Secular 
Schools,' ' x  referred  to  the  lack  of  sustained  and  purposed  re- 
lation between  the  week-day  and  the  Sunday  school,  and  the 
treating  of  religious  efforts  as  adventitious,  and  spoke  as  a 
prophet  when  he  said  that  "adjustment  seems  near  at  hand." 

In  the  course  of  his  argument  Dr.  Verkuyl  said :  "Seeing, 
then,  that  the  teaching  of  religious  subjects  answers  a  de- 
mand that  is  not  and  cannot  be  answered  in  our  secular 
schools ;  that  in  themselves  such  studies  have  value  because 
of  their  healthful  effects  upon  the  mind;  and  knowing, 
further,  their  literary  value  and  their  broadening  of  life's 
outlook,  —  it  must  be  with  a  sigh  of  relief  that  our  secular 
instructors  notice  other  agencies  at  work  for  the  making  up 
of  their  shortcomings." 

1  Religious  Education,  June,  1910,  page  137. 


CREDIT  FOR  OUTSIDE  BIBLE  STUDY  29 

He  then  proceeded  to  draw  attention  to  the  fact  that 
"the  mastery  and  application  of  Christian  pedagogics  and 
even  a  faithful  study  of  the  graded  lessons  [referring  to  the 
International  Graded  Lessons]  involve  considerable  time  and 
mental  effort.  A  number  of  those  that  are  in  classes  pre- 
paring for  religious  teaching  are  also  students  in  the  high 
school.  However  earnest  and  exacting  their  Bible  work  or 
their  pedagogical  studies  may  be,  no  account  of  them  is 
taken  in  their  high  school  work."  Should  the  pupil  "deter- 
mine to  study  sacred  history,  then  he  must  do  injustice 
either  to  his  mind  by  overcrowding  it  or  to  his  school  duties 
by  neglecting  them.  Or,  should  he  decide  not  to  study 
sacred  history  and  kindred  divine  facts  and  promise,  then  a 
good  quality  of  him  must  dwindle  down."  The  conclusion 
was  reached  that  "religious  research  must  be  recognized 
and  duly  valued." 

The  suggestion  was  then  made  by  Dr.  Verkuyl  that  the 
secular  instructors  "take  an  honest  look  at  the  present  con- 
dition of  Sunday  school  work,"  and  that  the  religious  edu- 
cators "show  plainly  to  such  visitors  the  kind  of  work  which 
they  are  doing"  and  "  endeavor  to  gain  a  general  acquaint- 
ance "  with  the  ways  and  means  of  secular  instruction. 
"Then,  when  our  educational  workers  begin  to  understand 
each  other  and  each  other's  work,  official  action  can  be 
taken  on  both  sides.  ...  In  order  to  make  this  official 
step  possible,  the  work  of  our  Sunday  schools  must  be  made 
subject  to  the  inspection  of  the  public  educational  authorities, 
who  may  pass  judgment  only  upon  its  value  as  an  educational 
agency.  Examinations,  either  oral  or  in  writing,  must  be 
made  in  the  presence  of  such  inspectors  so  that  the  stand- 
ards of  the  work  can  be  fairly  estimated.  We  believe  that 
this  plan  can  be  carried  out  in  certain  places  even  now;  in 
general  very  soon.  It  may  be  the  honor  of  this  generation 
to  remedy  their  educational  defect." 


CHAPTER  THREE 
Advantages  of  the  Plan 

THE  results  achieved  by  this  plan  of  cooperation  between 
the  state  and  church  schools,  briefly  stated,  are : 

1.  It  standardizes  Bible  study  and  raises  the  standard  of 
qualification  of  Sunday  school  teachers. 

2.  It  dignifies  the  subject  and  encourages  Bible  study. 

3.  It  affords  an  incentive  for  more  serious  Bible  study. 

4.  It  increases  interest  on  the  part  of  parents  in  religious 
education. 

5.  It  tends  to  reduce  sectarian  differences. 

6.  It  coordinates  church,  parochial,  and  private  schools 
with  the  public  schools. 

7.  It  gives  Uplift  and  impetus  to  church  schools  and  reacts 
beneficially  upon  the  conduct  and  life  of  public  schools. 

standardization  of  bible  study  and  teaching 

The  plan  will  necessitate  the  standardization  of  the  church 
school  and  the  raising  of  the  standard  of  qualification  of 
teachers  in  such  schools.  These  schools,  in  order  to  have  this 
Bible  study  accorded  academic  credit,  will  be  required  to  con- 
form to  academic  standards  of  education. 

At  some  places  those  interested  in  the  subject  are  not 
urging  immediate  granting  of  credits,  but  are  giving  their 
attention  to  making  sure  that  when  the  public  school  au- 
thorities are  disposed  to  grant  the  credit  it  will  be  found  that 
the  church  schools  are  doing  a  grade  of  work  worthy  of  aca- 
demic credit. 

The  Protestants,  at  least,  must  admit  the  accuracy  of  this 
estimate  of  the  educational  efficiency  of  the  Sunday  school, 
recently  made  by  Dr.  Theodore  G.  Soares,  head  of  the  depart- 
ment of  practical  theology  of  the  University  of  Chicago: 

30 


ADVANTAGES  OF  THE  PLAN  31 

"  Its  work  ...  is  still  very  superficial.  The  Sunday  school 
teacher  is  generally  entirely  untrained.  Sunday  school 
literature  has  until  recently  been  far  below  the  standards  of 
the  public  school.  Sunday  school  work  has  been  enthusiastic 
and  inspirational,  but  not  educational."  1 

Professor  J.  D.  Elliff  says  in  the  Missouri  School  Journal: 
"In  our  attempt  to  make  the  Sunday  school  lessons  easy 
and  attractive  we  have  shortened  the  recitation  period,  di- 
luted the  subject  matter,  and  lowered  the  standards  of  teach- 
ing, until  we  are  in  danger  of  defeating  our  real  purpose. 
The  term  '  school '  in  the  sense  of  a  place  where  something  is 
studied  intensively  and  taught  skillfully  is  a  misnomer  when 
applied  to  some  Sunday  schools."  2 

A  Protestant  Sunday  school  worker  in  a  central  state  points 
to  two  reasons  why,  in  his  estimation,  credit  cannot  be  given 
for  much  Bible  study,  when  he  says,  "The  work  in  most  of 
our  Bible  schools  is  not  yet  such  as  to  deserve  recognition, 
and  some  lessons,  as,  for  instance,  the  Uniform  Lessons,  I 
consider  entirely  unsuited  for  this  purpose." 

The  teachers  in  Protestant  Sunday  schools,  at  least,  are 
too  often  volunteer  workers  with  good  intentions,  but  possess- 
ing little  skill  as  teachers.  However,  among  these  unpaid 
teachers  are  an  appreciable  number  of  the  trained  public 
school  teachers  who  teach  in  the  local  church  schools  with 
which  they  are  affiliated  what  they  are  not  permitted  to 
teach  their  pupils  in  the  public  schools. 

Either  the  teaching  methods  which  are  followed  in  the 
public  schools  are  not  known  to  many  church  school  ad- 
ministrators and  teachers,  or  these  persons  are  imbued  with 
a  strange  notion  that  methods  must  be  employed  in  religious 
education  different  from  those  of  secular  education. 

The  time  now  devoted  to  religious  instruction  in  the  church 

1  Biblical  World,  January,  1916,  page  6. 

2  February,  1916,  page  79. 


32  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

schools  is  entirely  inadequate.  It  will  readily  be  admitted 
that  more  time  should  be  devoted  to  the  study  of  the  Bible. 
The  church  should  make  sure,  however,  that  it  is  making  the 
best  use  possible  of  the  time  that  is  now  available  to  it  before 
it  asks  the  state  schools  to  surrender  a  part  of  their  time. 

The  equipment  in  church  schools  is  sometimes  inadequate, 
especially  in  country  church  schools;  but  in  larger  centers 
of  population  classrooms  are  usually  provided,  with  ade- 
quate maps  and  reference  books.  As  to  the  curriculum,  in 
the  past  the  Protestant  churches,  at  least,  have  pursued  frag- 
mentary studies  in  the  Bible  only.  This  state  of  affairs  is 
remedied  in  the  Graded  Series,  which  provide  a  course  adapted 
to  the  developing  life  of  the  child. 

Dr.  Soares,  however,  points  to  the  door  of  hope  by  saying 
that  during  the  past  quarter  of  a  century  expert  educators 
have  given  much  attention  to  the  matter  of  religious  educa- 
tion and  that  the  International  Sunday  School  Association 
has  invited  the  cooperation  of  religious  educators.  This 
association  "has  completely  revised  its  curriculum,  pre- 
senting a  graded  course  of  study  from  the  kindergarten  to  the 
adult  classes.  This  has  been  accepted  and  issued  in  text- 
pamphlet  form  by  the  leading  denominational  publishing 
houses.  Other  systems  of  graded  curricula  have  been  devel- 
oped, most  notably  the  'Constructive  Studies,'  published  by 
the  University  of  Chicago  Press,  the  'Completely  Graded 
Series,'  published  by  Charles  Scribner's  Sons,  and  the  new 
graded  system  announced  by  the  Unitarian  Board."  * 

Referring  to  the  movement  for  credit  for  outside  Bible 
study  and  to  the  Gary  plan  of  allowing  the  church  to  take 
children  during  school  hours  for  study  in  the  church  buildings, 
Dr.  Soares  says,  "The  results  will  depend  largely  upon  the 
possibility  of  training  religious  teachers."  2 

1  Biblical  World,  January,  1916,  page  6. 
*  Ibid.,  page  11. 


ADVANTAGES  OF  THE  PLAN  33 

The  second  annual  announcement  of  the  Rochester  School 
of  Religious  Education1  refers  to  the  pedagogical  movement 
in  the  educational  work  of  the  Protestant  Sunday  schools  as 
follows :  "For  the  last  decade  the  Sunday  schools  have  been 
responding  very  rapidly  to  the  modern  pedagogical  move- 
ment. Departmental  organization  in  harmony  with  the 
natural  periods  of  child  development  has  been  worked  out, 
graded  lesson  materials  have  been  provided  by  both  denomi- 
national and  independent  publishing  houses,  definite  courses 
for  the  training  of  teachers  have  been  mapped  out,  and  a  host 
of  Sunday  School  Institute  workers  have  been  sent  out  into 
the  field  in  the  cause  of  more  efficient  religious  education. 
Colleges  and  theological  seminaries  are  rapidly  establishing 
chairs  of  Religious  Education.  Sunday  school  teacher  train- 
ing is  coming  rapidly  into  the  focus  of  attention." 

The  unsatisfactory  situation  in  the  respects  indicated  is 
largely  due  to  the  failure  of  the  state  schools  to  recognize 
and  foster  their  sister  schools  conducted  by  the  church  to 
supplement  the  incomplete  work  of  the  state  schools.  The 
educational  standards  of  the  church  schools  will  gradually 
be  raised  to  the  level  of  the  public  school  standards  when  the 
latter  give  academic  recognition  to  academic  work  done  by 
the  former. 

The  adoption  of  this  plan  will  lead  to  an  improvement  of 
the  teaching  in  church  schools.  One  of  the  most  significant 
results  of  the  plan  wherever  adopted  is  that  it  raises  the  stand- 
ard of  qualification  for  teachers  in  church  schools.  The 
teachers  of  these  Bible  study  classes  realize  that  their  work 
is  under  surveillance  by  educational  experts.  They  must 
either  supplement  their  inadequate  preparation  for  teaching 
or  give  way  for  others  who  are  equipped.  It  is  an  advan- 
tage that  the  incompetent,  though  faithful  and  earnest,  souls 
who  have  done  the  best  they  could  when  no  more  competent 
1  See  Chapter  XVI,  page  209. 


34  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

teachers  were  available,  should  be  compelled  by  the  power  of 
selection  to  yield  their  positions  to  those  who  are  better 
prepared. 

In  some  places  where  credit  is  given  for  Bible  study  the 
teacher  of  a  class  working  for  school  credit  must  be  in  some 
degree  specially  qualified  for  the  work.  The  general  tend- 
ency is  to  require  that  the  Bible  study  be  conducted  under  the 
direction  of  a  teacher  approved  by  the  public  school  authori- 
ties, either  by  the  local  superintendent  of  schools  or  by  the 
board  of  education.  In  at  least  one  case  (Topeka,  Kansas) 
the  list  of  approved  teachers  is  posted  in  the  high  school 
building.  In  Salina,  Kansas,  the  teachers  are  approved  by 
the  local  ministerial  union.  At  Topeka,  the  teacher  must  be 
approved  by  the  executive  committee  of  the  city  training 
school.  The  teacher,  there,  as  in  some  other  places,  must 
meet  the  standard  required  of  high  school  teachers. 

It  was  provided  by  the  promoters  of  the  plan  in  Colorado, 
where  it  was  early  adopted,  that  the  State  Sunday  School 
Association  should  maintain  and  conduct  graded  training 
schools  for  Sunday  school  teachers,  in  order  that  the  teachers 
of  the  high  school  classes  in  Bible  study  might  be  given 
special  training  in  the  subjects  they  are  to  teach.  Such 
schools  were  organized  throughout  Colorado,  and  over  seven 
hundred  men  and  women  are  enrolled  in  these  graded  train- 
ing schools  for  teachers. 

It  is  stated  that  North  Dakota,  one  of  the  first  states  to 
adopt  this  plan,  now  leads  the  country  in  its  teacher-training 
work.  Dean  Vernon  P.  Squires,  of  Grand  Forks,  says :  "One 
marked  development  has  been  a  notable  improvement  in  the 
quality  of  the  work  done  in  the  Sunday  schools  of  the  state. 
Sunday  school  workers  have  realized,  as  they  never  realized 
before,  that  their  work  is  being  looked  upon  by  their  pupils 
in  the  same  way  that  these  pupils  regard  their  regular  high 
school   studies.    There  has,   therefore,   been  a  noticeable 


ADVANTAGES  OF  THE  PLAN  35 

improvement  in  the  character  of  the  work.  Teachers  and 
pupils  have  both  studied  in  a  way  hitherto  unknown  in  the 
Sunday  school."  * 

At  Lewiston,  Idaho,  the  teachers  of  Bible  study  classes 
working  for  public  school  credit  meet  once  a  month  for 
special  directions  as  to  the  work.  One  of  the  teachers  has 
been  chosen  general  manager  and  instructor  of  all  the  other 
teachers. 

Professor  G.  Byron  Smith  of  the  Iberia  Academy,  Missouri, 
testifies  relative  to  the  results  attained  there  along  this  line, 
that  "it  has  brought  the  courses  and  the  instruction  up  to  the 
standard  of  secular  education." 

At  Spokane,  Washington,  classes  for  teachers  of  these 
courses  in  the  Sunday  schools  are  held  in  the  night  school, 
and  high  school  pupils  also  are  admitted  to  these  classes. 
Bible  classes  for  teachers  in  which  not  less  than  five  hundred 
are  enrolled  are  conducted  in  Tacoma,  where  high  school 
credits  are  given  for  Bible  study. 

The  standards  of  the  North  Central  Association  of  Col- 
leges and  Secondary  Schools,  or  their  equivalent,  have  been 
accepted  generally  in  states  where  the  plan  has  been  adopted, 
as  the  only  adequate  standard  of  efficiency  for  the  Sunday 
school.  These  standards  require  that "  the  minimum  scholas- 
tic attainment  of  high  school  teachers  shall  be  equivalent  to 
graduation  from  a  college,  .  .  .  including  special  training 
in  the  subject  they  teach." 

ENCOURAGEMENT   OF   BIBLE  STUDY 

The  plan  is  well  adapted  to  encourage  careful  Bible  study. 
Every  Bible  teacher  knows  how  difficult  it  is  to  get  the 
pupils  to  study  the  Biblical  literature  as  they  study  their 
public  school  lessons.    By  this  plan  "The  great  literature 

1  Religious  Education,  10 :  264. 


36  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

of  which  no  intelligent  person  can  afford  to  be  ignorant  is 
here  placed  alongside  of  the  modern  literature,  which  it  per- 
meates." *  When  the  pupils  know  that  their  Bible  study  is 
considered  by  their  public  school  teachers  worthy  of  credit 
toward  graduation,  they  will  apply  themselves  to  Bible  study 
as  earnestly  as  they  do  to  other  courses  in  the  public  school 
curriculum.  The  fact  that  the  Bible  is  placed  side  by  side 
with  the  courses  in  his  public  school  curriculum  impresses 
the  pupil  unconsciously  with  the  fact  that  religion  is  a  vital 
part  of  his  education. 

"We  never  had  classes  do  more  serious  and  more  satis- 
factory work,"  wrote  President  Julian  A.  Burruss  of  the  nor- 
mal school  at  Harrisonburg,  Virginia.  "  The  students  studied 
the  Bible  as  never  before  in  the  history  of  our  school. 
The  Sunday  school  superintendents  and  pastors  of  the  dif- 
ferent churches  have  told  us  that  they  notice  a  marked  in- 
crease in  attendance,  regularity  of  attendance,  and  interest 
in  the  Sunday  school  work  as  a  result  of  these  classes." 

Some  will  say  that  the  Bible  should  come  into  the  lives  of 
the  young  people  regardless  of  any  reward  offered  for  its 
study,  and  that  by  this  plan  their  interest  is  focused  upon  the 
attainment  of  the  credential,  diploma,  or  academic  degree. 
They  will  urge  that  the  Bible  should  attract  on  its  own  merits 
regardless  of  any  idea  of  credits. 

AN   INCENTIVE   AFFORDED 

Of  course  the  real  objective  in  religious  education  as  in 
secular  education  is  development  of  the  individual  person- 
ality. The  young  person,  however,  is  accustomed  to  having 
his  attainment  of  a  certain  degree  of  proficiency  in  a  course 
of  study  credited  toward  graduation.  There  is  no  logical 
reason  why  the  same  recognition  should  not  be  given  for  Bible 
study  that  is  given  for  other  studies.  If  his  Bible  study  course 
1  Biblical  World,  46:47. 


ADVANTAGES  OF  THE  PLAN  37 

were  honored  with  a  place  in  his  curriculum  and  he  knew 
that  a  definite  knowledge  of  the  Biblical  literature  would  be 
given  credit  equal  to  that  given  to  English  literature,  for 
example,  and  would  be  counted  toward  graduation,  he  would 
pursue  Bible  study  more  zealously. 

Dean  Forest  C.  Ensign  of  Iowa  University  well  answers 
the  objectors  on  this  score :  "After  all,  few  of  us  do  much  for 
which  we  do  not  expect  to  receive  credit.  Even  we  older  boys 
and  girls  are  so  lazy,  both  mentally  and  physically,  that  some 
real  stimulus  must  arouse  us  to  activity.  The  credit  which 
we  receive  by  way  of  the  monthly  pay-check,  or  profits  in 
our  business,  or  in  the  good  opinion  of  our  fellow-citizens, 
drives  us  to  many  a  worthy  deed  which  would  otherwise 
remain  undone.  Possibly  some  of  us  attend  divine  services 
for  the  pay  which  comes  from  the  approval  of  our  pastor  or 
our  neighbor.  Many  a  prayer  meeting  is  made  possible  for 
the  same  reason,  and  possibly  the  good  behavior  of  some 
of  us  in  our  homes  is  due  to  the  pay  which  we  expect  to 
receive  in  the  form  of  smiles  from  the  earthly  ruler  of  our 
destinies;  so  let  us  not  under-emphasize  the  importance  of 
official  recognition  of  credit,  if  you  please,  even  for  a  work  so 
worthy  as  the  study  of  the  Word  of  God."  l 

Even  though  the  plan  does  increase  the  interest  of  the 
young  people  in  the  study  of  the  Bible,  it  will  not  bring  the 
Bible  and  religious  instruction  to  all.  Those  who  attend 
the  church  schools  come  for  the  most  part  from  religious 
homes,  and  the  young  people  who  do  not  attend  are  the  ones 
who  need  such  instruction  the  most.  Nevertheless,  even  if 
the  church  schools  do  not  reach  all  the  youth,  they  are  doing 
what  the  public  schools  are  not  doing.  Therefore,  let  the 
state  recognize  what  the  church  schools  are  doing,  and  in  a 
later  day  the  state  may  take  the  next  logical  step  and  supple- 
ment the  educative  work  of  the  church  schools  by  directly 
1  Religious  Education,  December,  1915,  page  558. 


38  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

teaching  the  Bible  as  literature  to  its  wards  who  cannot  be 
reached  by  the  church  schools. 

The  plan  does  not  propose  to  bring  the  young  people  to  the 
study  of  the  Bible  as  the  state  brings  them  to  the  study  of 
arithmetic  and  geography  during  the  elementary  years,  by 
compulsion.  That  it  is  now  impracticable  for  the  state  to  do. 
It  is  unfortunate  that  the  children  of  all  our  homes  cannot  be 
brought  to  a  study  of  the  Bible,  but  according  the  Bible  a 
place  in  the  child's  curriculum  and  allowing  our  public  school 
teachers  to  suggest  the  election  of  a  Bible  course  which  may 
be  taken  and  counted  for  graduation  will  bring  many  more 
to  the  study  of  the  Bible  than  now  study  it. 

THE    PARENTS'    INTEREST   ELICITED 

If  the  public  school  authorities  announce  that  the  church 
school  is  performing  an  essential  and  important  part  of  the 
educative  process,  many  of  the  parents  and  guardians  of  the 
unchurched  children  will  send  them  to  the  church  schools, 
and  will  have  an  opportunity  to  encourage  and  assist  their 
children  to  do  the  necessary  home  assignments  in  order  to  pass 
the  tests  and  secure  the  school  credit  therefor.  Parents,  too 
often,  pay  slight  attention  to  home  tasks  brought  from  the 
Bible  study  class.  This  plan,  however,  leads  the  parents  to 
attach  new  importance  to  the  mastery  of  the  assigned  task 
from  the  Bible  study  class,  since  credit  is  given  by  the  public 
schools  for  such  study. 

RELIGIOUS   INTERESTS   HARMONIZED 

This  plan  is  in  no  sense  narrow  or  sectarian.  Denomina- 
tional or  sectarian  jealousy  is  not  provoked,  but  all  pupils 
of  all  creeds  and  faiths  receive  equal  credit  for  actual  work 
done.  It  provides  a  happy  medium  for  the  harmonious  co- 
operation between  both  great  branches  of  the  Christian 
church  and  the  Hebrews.    It  offers  equal  opportunity  to  all. 


ADVANTAGES  OF  THE  PLAN  39 

Neither  Catholic  nor  Protestant  nor  Hebrew  has  cause  to 
object,  because  each  can  teach  his  own  version  of  the  Bible 
in  his  own  way  to  his  own  people.  The  Jew,  surely,  will  be 
gratified  to  have  his  racial  literature  accorded  an  honored 
place  beside  other  ancient  literatures.  All  religionists  in 
many  parts  of  the  country  are  finding  in  this  plan  a  happy 
solution  of  this  American  problem.1 

This  plan  especially  interests  the  Catholics,  who  are  main- 
taining parochial  schools  wherein  they  teach  the  Bible  and 
the  tenets  of  their  church.  There  are  in  the  United  States 
1276  parish  high  schools  with  a  registration  of  29,476  in  high 
school  grades.  The  total  of  Catholic  elementary  parish 
schools  reached  5488  in  1915,  with  an  enrollment  of  1,456,209.2 

The  plan  will  appeal  especially  to  pupils  entering  the 
public  schools  from  parochial  and  private  schools,  where  the 
Bible  is  taught,  as  such  pupils  can  receive  credit  toward  grad- 
uation from  the  public  school  for  such  courses.  As  it  is  now, 
students  from  the  parochial  or  private  schools,  when  they  are 
transferred  therefrom  to  the  public  schools,  receive  no  credit 
toward  graduation  for  work  done  in  courses  in  religion.  It 
is  possible  under  this  plan  for  the  public  schools  to  recognize 
to  a  certain  extent  credits  brought  by  these  students  in  Bible 
courses  as  well  as  in  algebra  and  Latin. 

EFFECTS   NOTICEABLE 

The  plan  engenders  real  religious  enthusiasm  and  creates 
a  desire  for  Biblical  knowledge.  Professor  G.  Byron  Smith  of 
Iberia,  Missouri,  writes  that  the  adoption  of  the  plan  in  his 
city  "has  put  backbone  and  purpose  into  the  entire  work  of 
the  Sunday  school.' '  Dean  Squires  says  that  many  young 
people  are  kept  in  or  brought  back  to  the  Sunday  school 
when  they  are  brought  under  religious  influences  while  study- 

1  See  Chapter  XV. 

2  Report  of  the  United  States  Commissioner  of  Education,  1915,  1 :  560. 


40  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

ing  the  Bible  for  credit.1  President  Burruss  wrote  that  the 
effect  of  the  plan  in  vogue  in  the  normal  school  at  Harrison- 
burg, Virginia,  "was  noticeable  throughout  the  student  life." 

Religious  teachers  are  enthusiastic  over  the  plan  and 
public  school  teachers  are  quite  generally  interested  in  it, 
because  it  supplies  a  body  of  information  which  their  pupils 
sadly  need,  but  which  cannot  well  be  taught  in  the  public 
schools. 

Concerning  the  advantages  of  the  plan,  Dr.  Loran  D. 
Osborn  of  the  University  of  Colorado  says :  "Religious  edu- 
cation is  given  a  place  and  a  recognition  on  a  par  with  public 
school  education,  and  the  same  standards  are  applied.  At 
the  same  time,  each  church  is  left  free  to  conduct  its  own 
work  and  the  responsibility  for  religious  education  is  thrown 
squarely  upon  the  churches,  where  doubtless  it  must  rest 
under  a  system  involving  the  separation  of  church  and  state 
such  as  maintains  in  our  country.  The  plan  seems  to  contain 
genuine  possibilities  for  development  of  religious  education 
among  young  people  of  high  school  age,  while  the  reflex  in- 
fluence will  be  felt  throughout  the  entire  Sunday  school  in 
better  standards  and  more  efficient  work."  2 

1  Religious  Education,  February,  1916,  page  24. 
*  Ibid.,  April,  1916,  page  126. 


CHAPTER  FOUR 
The  Plan  Applied  in  Higher  Education 

CREDIT  toward  graduation  was  given  at  the  State 
University  of  Iowa,  Iowa  City,  for  certain  Bible  courses 
conducted  by  clergymen  of  that  city,  as  early  as  1908.  A 
committee  of  delegates  from  all  the  leading  churches  of  the 
city,  from  the  student  organizations,  and  from  among  the  pro- 
fessors of  the  university  presented  the  following  petition  to 
the  faculty  of  the  College  of  Liberal  Arts  of  the  university : 

"We  respectfully  request  that  arrangements  be  made  as 
speedily  as  possible  by  which  a  limited  amount  of  credit  may 
be  given  students  for  systematic  and  thorough  work  done  in 
any  such  religious  studies  as  are  usually  counted  toward  the 
degree  of  B.A.  in  American  universities  of  the  first  rank, 
provided  that  such  students  submit  for  approval  an  outline 
of  any  such  course  of  study  with  a  list  of  collateral  reading, 
and  give  proper  evidence  that  they  have  opportunity  to  pur- 
sue such  study  under  the  systematic  and  regular  guidance 
of  a  reliable  teacher,  and  pass  suitable  examinations  to  be 
given  by  the  university." 

The  faculty  unanimously  granted  the  petition,  and  a  Com- 
mittee on  Religious  Education  was  appointed,  which  served 
practically  as  the  head  of  a  department  of  the  university. 
Subject  to  the  regulation  of  this  committee,  pastors  of  local 
churches  or  duly  qualified  representatives  of  any  religious 
organization  were  allowed  to  give  courses  in  religious  edu- 
cation for  university  credit.  Any  teacher  who  desired  to 
give  courses  on  religious  topics  for  credit  in  the  university 
announced  the  fact  to  the  committee  and  presented  an  out- 
line of  the  proposed  course,  which  was  subject  to  approval  by 
the  committee. 

Courses  aggregating  fourteen  hours  of  credit  were  offered 

41 


42  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

by  the  local  ministers.  The  following  courses,  each  for  two 
hours'  credit,  were  given :  Christian  Apologetics,  Christian 
Ethics,  Evolution  of  Christian  Idea  and  Worship  of  God,  The 
Modern  Interpretation  of  Religion,  The  Literature  of  the 
Bible,  New  Testament  Theology,  and  Old  Testament  History 
and  Literature. 

Students  following  these  courses  might  receive  four  hours' 
credit  in  one  year,  but  not  more  than  eight  hours  during 
the  four  years'  college  course.  Credit  was  given  only  after 
an  examination  conducted  by  the  instructor  of  the  class,  sub- 
ject to  the  rules  of  the  university.  The  instructor  was  re- 
quired to  present  to  the  registrar  of  the  university  a  formal 
statement  certifying  the  amount  of  work  done,  that  the  final 
examinations  were  satisfactorily  passed,  and  the  amount 
of  credit  to  which  the  student  was  entitled. 

The  work  began  with  promise,  and  courses  were  success- 
fully given  for  two  years.  The  interest  of  the  students,  how- 
ever, declined,  and  the  courses  were  discontinued.  Nearly 
one  hundred  students  registered  and  received  credit  in  these 
courses  while  they  were  given.  Similar  courses  are  now 
prepared  by  the  university  departments,  are  passed  upon 
by  the  Course  of  Study  Committee,  by  the  Committee  on 
Religious  Education,  and  finally  by  the  faculty. 

Professor  Forest  C.  Ensign,  Dean  of  the  Men  at  the  uni- 
versity, giving  an  account  of  this  experiment  in  the  Decem- 
ber, 1915,  issue  of  Religious  Education,1  says :  "My  own  per- 
sonal conviction  is  that  the  partial  failure  and  final  aban- 
donment of  the  work  was  due  somewhat  to  the  fact  that  the 
ministers  giving  the  courses  felt  that  they  were  under  rather 
close  supervision.  I  believe  also  that  those  giving  the 
courses,  overwhelmed  as  they  were  with  their  regular  parish 
duties,  felt  that  their  courses  would  be  compared,  possibly 
unfavorably,  with  courses  in  the  regular  departments  of  the 

1  Page  552. 


THE  PLAN  APPLIED  IN  HIGHER  EDUCATION    43 

university  and  they,  therefore,  hesitated  to  bring  them  to 
the  attention  of  the  students  naturally  affiliated  with  their 
particular  churches  and  most  likely  to  elect  their  lectures." 

Professor  Ensign  adds  that  the  fact  that  these  courses  were 
rather  successfully  given  for  two  years  "is  a  suggestion  of 
what  might  be  accomplished  under  somewhat  different  con- 
ditions without  in  the  least  trespassing  upon  the  religious 
rights  of  any,  without  calling  upon  the  state  for  a  cent  of  sup- 
port, and  without  subjecting  the  administration  of  the  uni- 
versity to  any  criticism  because  of  sectarian  religious  instruc- 
tion." 

THE  PLAN  WORKED  OUT  AT  GREELEY,  COLORADO 

In  the  fall  of  1910  the  State  Teachers'  College  of  Colorado 
at  Greeley,  a  community  of  about  eight  thousand  people, 
arranged  that  its  students  might  elect  to  take  Bible  study 
courses  in  the  local  churches  for  college  credit.  This  ex- 
periment, which  has  become  widely  known  as  the  "Greeley 
Plan,"  has  been  increasingly  successful. 

In  the  yearbook  and  catalogue  of  this  college  for  1916- 
1917,1  we  read :  "Unusual  opportunities  for  Bible  study  are 
offered  to  students  through  a  system  of  cooperation  betweeen 
the  churches  of  Greeley  and  the  Teachers'  College.  Bible 
courses  of  college  grade  are  maintained  in  all  the  larger 
churches.  Under  specified  conditions  students  may  receive 
college  credit  for  work  done  in  these  classes." 

The  Greeley  plan  was  elaborated  through  the  combined 
action  of  the  local  Young  Women's  Christian  Association, 
the  college  faculty,  and  the  Weld  County  Ministerial  Asso- 
ciation. The  guiding  spirit  in  the  movement  was  the  Rev. 
De  Witt  D.  Forward,  then  minister  of  the  Baptist  Church 
at  Greeley,  now  pastor  of  the  First  Baptist  Church  at  Oil 
City,  Pennsylvania,  who  worked  out  a  plan  whereby  the  stu- 

1  Page  21. 


44  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

dents  of  the  college  should  pursue  their  Bible  study  in  the 
local  churches,  the  college  Young  Women's  Christian  Asso- 
ciation cooperating  with  the  churches  to  push  the  matter 
of  enrollment  and  attendance.  To  this  plan  was  added  the 
idea  of  credit  in  the  college  for  the  Bible  work  thus  done. 

This  arrangement  grew  out  of  dissatisfaction  with  the 
results  attained  by  the  Young  Women's  Christian  Associa- 
tion in  the  field  of  Bible  study.  This  strong  organization 
was  conducting  Bible  classes  composed  of  small  groups  of 
students.  Not  enough  students,  however,  elected  the  Bible 
courses,  and  the  work  was  not  considered  thorough  enough. 
Then,  too,  these  classes  met  the  needs  only  of  those  affiliated 
with  the  evangelical  churches.  They  were  viewed  with  dis- 
approval by  other  denominations,  and  received  but  half- 
hearted support  from  the  local  churches  with  which  these 
students  were  associated.  The  ministers  complained  that 
students  who  should  attend  their  churches  and  Sunday  schools 
felt  that  their  religious  obligations  had  been  met  if  they  at- 
tended the  weekly  devotional  meeting  of  the  Young  Women's 
Christian  Association  and  the  study  group  to  which  they  be- 
longed. The  students  had  but  little  to  do  with  the  local 
churches. 

At  a  conference  of  some  of  the  religious  leaders  of  the  com- 
munity Mr.  Forward  expressed  the  dissatisfaction  of  the  local 
ministers  with  a  situation  which  tended  to  isolate  the  college 
students  from  the  churches.  This  led  to  the  question  of 
cooperation.  Mr.  Forward  conferred  with  Mrs.  Mary  Miller 
Cross,  the  president  of  the  Advisory  Board  of  the  Young 
Women's  Christian  Association,  and  they  made  a  report  to 
President  Zechariah  X.  Snyder  of  the  college,  asking  that 
arrangements  be  made  for  conducting  Bible  study  groups  in 
the  churches  of  the  city  and  granting  credit  for  the  work  in 
the  same  manner  that  credit  was  being  granted  for  other  non- 
resident work.    President  Snyder  accepted  the  recommenda- 


THE  PLAN  APPLIED  IN  HIGHER  EDUCATION    45 

tion  and  asked  the  director  of  non-resident  work  to  confer 
with  a  committee  composed  of  Mrs.  Cross,  the  student  presi- 
dent of  the  Young  Women's  Christian  Association,  and  rep- 
resentatives of  the  local  ministerial  association,  and  to 
work  out  the  plan  in  detail.  Originally  the  ministers  of  the 
Baptist,  Methodist,  Congregational,  and  Roman  Catholic 
churches  were  members  of  the  committee. 

This  joint  committee  addressed  itself  to  two  questions. 
Since  the  students  from  the  college  for  teachers  were  to  study 
the  Bible,  ought  they  not  to  have  a  formal  course  in  every 
way  worthy  of  teachers  in  training  and  of  children  in  the 
Sunday  schools  ?  If  the  quality  and  quantity  of  work  done 
by  these  prospective  teachers  should  be  worthy  of  academic 
credit,  ought  not  credit  to  be  given  to  all  the  applicants  who 
should  meet  the  academic  requirements  for  credit  ?  Unani- 
mously the  members  of  the  joint  committee  answered  both 
these  questions  in  the  affirmative. 

The  committee's  conclusions  were  sent  to  President 
Snyder  in  a  full  statement,  which  covered  five  details  of  or- 
ganization: the  course  of  study,  the  textbooks  to  be  used, 
the  appointment  of  teachers,  the  organization  of  classes,  and 
the  method  of  granting  credit  for  the  work.  Under  the  test 
of  actual  practice,  a  few  changes  were  found  to  be  desirable ; 
but  in  the  main  the  plan  in  use  at  present  is  identical  with 
that  originally  proposed. 

President  Snyder  referred  the  report  to  the  college  com- 
mittee on  curriculum.  This  committee  worked  out  a  set  of 
conditions  that  must  be  fulfilled  if  credit  were  to  be  given  for 
such  courses.  Dean  James  H.  Hays,  the  chairman  of  that 
committee,  reported  favorably.  When  it  was  found  that 
every  religious  leader,  pastor,  priest,  and  minister  in  Greeley 
had  assented  to  the  principle  involved,  the  college  launched 
the  Greeley  plan. 

When  the  students  enroll  in  the  college,  the  director  of 


46  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Bible  study  asks  for  their  church  preference  or  church  mem- 
bership. A  list  of  the  students  preferring  a  certain  church  is 
sent  to  the  pastor  of  the  church.  These  students  are  then 
invited  to  become  members  of  the  Bible  study  class  in  that 
church  and  to  take  the  work,  either  for  or  without  credit. 
Persons  not  enrolled  in  the  college  may  take  the  work  in  these 
classes  without  credit.  If  they  desire  the  college  credit,  they 
may  enroll  as  non-resident  students.  The  committee  recom- 
mends that  every  class  elect  a  president  and  secretary  and 
such  committees  as  may  be  helpful  in  making  the  work  of 
the  class  most  efficient. 

The  regular  work  for  a  student  in  the  college  is  sixty  term- 
hours  per  year,  twenty  hours  to  a  term  of  twelve  weeks. 
Bible  study  for  the  full  year  of  thirty-six  weeks  is  given  four 
term-hours  of  credit.  This  is  equivalent  to  one  fifteenth  of 
the  whole  year's  work,  and  may  be  taken  in  addition  to  the 
twenty  term-hours  required  of  the  resident  student.  To  earn 
this  credit  of  four  term-hours,  the  student  must  attend  a 
minimum  of  twenty-eight  lessons  of  forty-five  minutes  each, 
extending  throughout  the  year. 

The  number  and  length  of  the  sessions,  the  notes  and 
themes  for  each  term,  and  the  scholastic  attainments  of  the 
teachers  are  the  only  questions  over  which  the  college  main- 
tains jurisdiction.  It  is  upon  the  academic  quality  of  the 
work  alone  that  the  college  presumes  to  pass  judgment. 
Each  class  is  absolutely  free  to  follow  any  doctrinal  bent  it 
may  choose  in  the  presentation  of  the  subject. 

In  accepting  the  work  for  credit,  the  college  treats  courses 
in  Bible  study  as  it  does  courses  in  mathematics  or  domes- 
tic science,  accepting  or  rejecting  the  student's  work  as  it 
is  found  academically  satisfactory  or  unsatisfactory.  At 
first  the  college  set  a  final  examination  upon  the  year's  work, 
but  at  present,  while  the  college  reserves  the  right  to  give 
such  an  examination,  the  student  is  asked  to  present  his 


THE  PLAN  APPLIED  IN  HIGHER  EDUCATION    47 

notebook  and  prepare  three  theses  upon  some  topic  connected 
with  the  work  at  the  end  of  each  term.  These  are  first  read 
and  approved  by  the  teacher  of  the  class  and  then  sub- 
mitted to  the  college  director  for  his  approval.1 

The  college  is  very  careful  in  the  selection  of  persons, 
not  members  of  the  college  faculty,  to  conduct  its  work  in 
non-resident  groups.  The  teachers  of  these  Bible  classes  are 
nominated  by  the  superintendents  of  the  Sunday  schools  and 
must  be  approved  by  the  college  director  of  Bible  study 
before  the  work  of  the  class  will  be  accepted  for  credit.  The 
director  insists  upon  the  teachers  having  a  good  general  edu- 
cation, usually  indicated  by  a  college  degree,  and  besides  this, 
special  preparation  for  teaching  the  Bible  and  personal  fit- 
ness for  the  work.  It  is  stated  that  in  the  churches  now  sup- 
porting these  classes  all  the  teachers  have  had  their  training 
in  college  or  theological  seminaries,  all  but  one  are  graduates, 
and  four  out  of  nine  are  Masters  of  Arts  or  Philosophy.  Once 
every  term,  at  the  call  of  the  director,  there  is  held  a  meeting 
of  all  the  teachers  of  the  Bible  classes  for  consultation  with 
one  another  and  with  the  committee  in  charge  of  the  work. 

Since  most  of  the  students  leave  the  college  to  teach  in 
the  elementary  schools  at  the  end  of  two  years,  the  plan 
provides  for  the  foundations  of  the  knowledge  of  Biblical 
history  and  literature  to  be  established  in  the  work  of  these 
two  years.  The  work  of  the  two  years  is  designed  to  give 
the  student,  not  a  detailed,  but  a  comprehensive  study  of  the 
story  of  the  Hebrew  people,  legendary  and  historical ;  of  the 
growth  of  their  religious  ideas ;  and  of  the  life  and  teachings 
of  Jesus.  It  is  recommended  that  a  comprehensive,  consecu- 
tive study  of  the  books  of  the  Old  Testament  should  be  the 
work  of  the  first  year,  and  that  the  life  and  teachings  of  Jesus 
should  be  taken  up  in  the  second  year.     Some  supplementary 

1  For  questions  used  on  the  early  examinations  see  Appendix  E,  pages 
297-299. 


48  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

lessons  having  to  do  with  teaching  methods  in  the  Sunday 
schools  are  given  in  some  of  the  classes  at  the  option  of  the 
teacher. 

The  work  for  the  third  and  fourth  years,  designed  for 
students  who  remain  in  the  college  for  the  A.B.  degree  and 
for  preparation  for  positions  as  supervisors,  principals,  and 
teachers  of  high  school  subjects,  covers  in  a  more  detailed 
way  some  particular  period  of  Biblical  history,  with  empha- 
sis upon  the  social  and  ethical  significance  of  the  book  studied. 
This  work  is  given  in  only  one  or  two  of  the  churches,  and  then 
only  when  there  are  enough  of  third  or  fourth  year  students, 
who  have  had  the  work  of  the  first  two  years,  to  warrant  the 
organization  of  such  classes. 

In  a  bulletin  issued  March,  1915,  by  the  college,  entitled 
"A  Bulletin  Concerning  Religious  and  Moral  Education," 
and  prepared  by  Professor  Ethan  A.  Cross,  the  college  direc- 
tor of  Bible  study,  the  courses  are  outlined  as  follows : 

First  Year.     The  Old  Testament. 
The  history  of  the  Hebrew  people. 
The  growth  of  the  Hebrew  religious  ideas  and  ideals,  traced 

through  Hebrew  legends,  stories,  history,  and  finally 

in  the  sayings  of  the  prophets. 

Second  Year.     The  Life  of  Christ. 
The  events  in  the  life  of  Jesus. 
How,  when,  and  where  Jesus  lived. 
How  Jesus  worked  and  what  he  taught. 
The  extended  influence  of  the  teachings  and  examples  of 
Jesus. 

Third  Year. 

A  detailed  study  of  some  phase  of  the  Old  or  New  Testa- 
ment, such  as  the  Acts  of  the  Apostles,  and  a  study  of 
methods  of  teaching  applicable  to  religious  education. 


THE  PLAN  APPLIED  IN  HIGHER  EDUCATION    49 

Fourth  Year. 

A  detailed  study  of  some  book  or  group  of  books  of  the  Old 
or  New  Testament  not  previously  covered  in  the  third 
year. 

Teaching  methods. 

It  is  stated  in  the  bulletin  that  it  is  the  purpose  of  the 
work  of  the  first  two  years  to  acquaint  the  students  with  the 
contents  of  the  Bible.  After  the  foundation  is  laid  in  the  first 
two  years,  the  student  is  ready  for  a  more  careful  study 
of  any  phase  of  the  literature  or  history  of  the  Bible  that  the 
third  or  fourth  year  groups  may  take  up. 

No  one  textbook  is  required,  although  one  is  recommended 
for  each  year.  If  the  teacher  in  any  one  of  the  churches  pre- 
fers a  book  other  than  the  one  recommended  by  the  com- 
mittee, the  book  is  submitted  to  the  college  director  of 
Bible  study  for  his  approval.  If  it  is  approved,  it  is  used  in 
that  class  as  a  substitute  for  the  recommended  book. 

For  the  first  year,  the  Old  Testament  studies,  the  books 
recommended  are  Georgia  L.  Chamberlain's  An  Introduction 
to  the  Bible  for  Teachers  of  Children,  or  Chamberlain's  The 
Hebrew  Prophets.  These  books  are  to  be  supplemented  by 
such  others  as  Professor  Kent's  Historical  Bible,  CornilPs 
History  of  the  People  of  Israel,  Cornill's  Prophets  of  Israel, 
and,  for  special  topics,  by  The  Encyclopedia  Britannica, 
The  Catholic  Encyclopedia,  The  Jewish  Encyclopedia,  and 
Hastings'  Dictionary  of  the  Bible. 

For  the  second  year,  the  New  Testament  studies,  Burgess' 
Life  of  Christ  has  been  used  for  some  years,  and  Kent's 
The  Life  and  Teachings  of  Jesus  at  other  times.  Classes  in 
the  Roman  Catholic  Church  have  used  Abbe  Fouard's  The 
Life  of  Christ  and  Pope's  The  Prophets  of  Israel.  For  Jewish 
classes,  Montefiore's  The  Synoptic  Gospels  has  been  recom- 
mended.   Some  variations  in  textbooks  have  been  author- 


50  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

ized  from  time  to  time  for  the  classes  in  the  Episcopal  Church 
and  others.  During  1915-1916  the  college  classes  were  doing 
the  second  year's  work  on  the  Life  and  Teachings  of  Jesus. 

The  Greeley  plan  has  been  a  success  from  the  beginning. 
It  has  operated  to  increase  greatly  the  number  of  students 
studying  the  Bible.  In  the  first  year  about  one  hundred  and 
fifty  students  enrolled  in  the  classes,  and  about  one  third  of 
these  took  the  work  for  credit.  During  the  year  1911-1912 
there  were  two  hundred  and  seventeen  students  who  elected 
the  courses  of  Bible  study  on  Jesus,  fifty-six  of  this  number 
being  members  of  the  Roman  Catholic  church.  Each  succeed- 
ing year  upwards  of  two  hundred  students  have  been  enrolled 
in  these  classes.  In  the  college  year  1914-1915  two  hundred 
and  seventy-one  students  were  enrolled,  more  than  fifty  per 
cent  of  the  students  enrolled  in  the  college.  One  hundred 
and  forty-five  of  these  took  the  work  for  college  credit.  The 
following  year  approximately  two  hundred  and  sixty-five  were 
enrolled. 

The  plan  meets  with  the  approval  of  the  Protestant 
churches  of  Greeley,  and  of  the  Roman  Catholic  and  Unita- 
rian bodies.  It  has  also  been  presented  to  eminent  teachers 
of  the  Jewish  faith  and  has  been  commended  by  them.  All 
the  leading  churches  of  the  city  have  their  college  Bible  classes, 
open  both  to  those  who  wish  to  meet  the  credit  conditions  and 
to  those  who  do  not  care  for  credit.  Such  classes  are  being 
conducted  in  the  Methodist,  Baptist,  First  Presbyterian, 
United  Presbyterian,  Unitarian,  Roman  Catholic,  Disciples 
of  Christ,  Congregational,  and  Episcopal  churches. 

Three  significant  results  are  reported  to  have  been  no- 
ticed at  Greeley  since  this  plan  has  been  in  operation : 
"  (1)  The  percentage  of  students  in  the  present  classes  is  far 
larger  than  that  under  the  old  system  of  Bible  study  in  the 
Christian  Associations  and  in  the  miscellaneous  Sunday 
school  classes.     (2)  The  influence  of  former  students  is  be- 


THE  PLAN  APPLIED  IN  HIGHER  EDUCATION    51 

ginning  to  be  felt  in  various  communities  of  the  state  in  the 
direction  of  higher  standards  for  the  Sunday  school.  (3)  The 
Bible  and  the  religious  life  are  coming  to  have  more  recogni- 
tion as  belonging  to  a  reasonable  life."  1 

Of  the  Greeley  plan,  Mr.  Forward  says,  in  a  paper  on  the 
subject  read  at  the  meeting  of  the  National  Education  Asso- 
ciation in  St.  Paul,  July,  1914  :  "  The  technique  of  this  plan 
has  a  threefold  necessity — academic,  religious,  civic.  Always 
alert  and  interested,  the  leaders  have  worked  together 
for  the  sake  of  the  students  and  for  the  good  name  of  the 
institution,  to  conserve  academic  standards.  Always  happily 
and  vigorously  the  leaders  have  so  wrought  that  each  reli- 
gious group  has  had  freedom  for  study  and  for  investigation ; 
.  .  .  The  commanding  purpose  is  threefold :  To  conserve 
the  religious  interests  of  teachers  in  training,  to  initiate 
sound  pedagogy  for  the  study  of  the  Bible  at  the  seat  of  a 
professional  school  for  teachers,  and  to  arouse  each  local 
church  to  serve  its  own  group  of  the  leaders  of  to-morrow. 
We  shall  make  no  plea  for  the  outworn  pedagogy  of  rewards. 
We  would  not  force  teachers,  much  less  children,  to  gulp 
down  a  curriculum,  and,  frankly,  we  scout  the  idea  that 
any  version  of  the  Bible  can  have  place  in  our  public  schools. 
But  it  is  a  settled  fact  that  without  appropriation  of  state 
money  and  with  only  a  slight  expense  to  the  local  churches, 
the  truths  of  religion,  as  expressed  in  our  sacred  writings, 
function  in  a  state  institution  of  higher  learning  at  Greeley, 
Colorado." 

Rev.  Franklin  J.  Estabrook,  pastor  of  the  First  Congre- 
gational Church  and  president  of  the  Weld  County  Ministerial 
Association,  and  Rev.  W.  D.  Whan,  minister  of  the  Greeley 
Baptist  Church,  unite  in  saying:  "The  Greeley  Plan  con- 
tinues in  usefulness  and  popularity  in  both  church  and  col- 
leges, and  is  a  great  source  of  inspiration  and  efficiency  to 
1  Religious  Edtication  for  April,  1916,  page  110. 


52  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

all  our  churches.  It  brings  us  into  most  happy  relations 
with  brethren  of  every  communion,  and  is  having  a  large 
influence  in  establishing  standards  of  religious  education 
throughout  the  state.  It  is  our  opinion  that  the  so-called 
'Greeley  Plan*  can  be  adapted  to  all  the  state  institutions 
of  the  country." 

In  a  letter  written  May  18,  1912,  by  Mr.  Estabrook  at  the 
request  of  and  in  behalf  of  the  Weld  County  Ministerial 
Association,  to  express  to  Mr.  Forward  the  appreciation  of 
the  churches  and  ministers  of  Greeley  "  for  the  statesmanlike 
and  effective  plan  of  public  religious  instruction  carried  on 
by  the  Teachers'  College  of  Colorado,"  he  says  of  the  Greeley 
plan: 

"1.  The  work  carries  with  it  the  cooperation  and  support 
of  every  branch  of  the  church  and  yet  is  entirely  free  from 
the  legal  and  denominational  difficulties  which  have  hereto- 
fore positively  hindered  such  cooperation. 

"  2.  The  plan  provides  also  an  adequate  and  suitable  course 
in  the  study  of  the  Bible  and  raises  the  study  to  the  profes- 
sional level  maintained  by  the  college  in  other  studies. 

"3.  It  is  a  source  of  delight  and  profit  to  all  who  take  the 
work  for  credit,  many  of  whom  are  seriously  studying  the 
Scriptures  for  the  first  time,  though  in  Sunday  school  all 
their  lives. 

"4.  The  supervision  of  teachers  and  work  exercised  by  the 
school  is  in  every  way  conducive  to  the  quality  of  the  work 
of  the  teaching  and  of  the  respect  in  which  it  is  held  in  both 
church  and  school. 

"5.  The  work  seems  susceptible  of  adaptation  to  the  colle- 
giate institutions  and  to  high  schools,  and  will,  we  believe, 
powerfully  promote  the  cause  of  Christian  scholarship  and 
prove  an  effective  and  unobjectionable  method  of  providing 
an  adequate  education  in  religion  under  church  influence." 

Rev.  Andrew  B.  Casey,  pastor  of  St.  Peter's  Catholic 


THE  PLAN  APPLIED  IN  HIGHER  EDUCATION    53 

Church  at  Greeley,  who  persistently  supported  the  movement 
and  won  for  it  the  approval  of  the  authorities  of  the  Catholic 
church  in  the  Colorado  diocese,  says:  "Every  thoughtful 
and  sincere  man  is  desirous  of  some  plan  for  the  working  out 
of  the  problem  of  religious  teaching  in  our  public  schools. 
The  so-called  'Greeley  Plan'  will  certainly  figure  much  in  the 
future  solution  of  this  problem.  For  the  last  three  years, 
I  have  taught  the  Bible  class  in  my  church,  and  the  results 
have  been  most  gratifying,  both  from  the  standpoint  of 
my  personal  satisfaction  and  the  splendid  results  from  my 
students.     I  consider  the  Greeley  Plan  a  success." 

Mrs.  Anna  Hileman  Hugh,  a  member  of  the  college 
faculty  and  Bible  Study  Chairman  of  the  Young  Women's 
Christian  Association's  Advisory  Board,  has  this  to  say: 
"From  the  standpoint  of  one  who  has  worked  in  one  of  the 
Sunday  schools  of  the  town  for  several  years,  and  has  also 
been  a  member  of  the  faculty  of  the  college  and  of  the  ad- 
visory board  of  the  Young  Women's  Christian  Association, 
I  consider  the  Greeley  Plan  for  Bible  study  far  superior  to 
any  plan  for  such  work  ever  undertaken  for  the  students  of 
the  college,  and  believe  that  this  movement  ranks  among  the 
most  important  educational  undertakings  in  the  history  of 
the  institution.  This  opinion  is  shared  by  the  faculty  and 
townspeople  of  Greeley,  who  are  interested  in  the  problem. 

"In  the  first  place,  Bible  study  has  a  place  on  a  level  with 
other  academic  work.  It  is  so  presented  to  the  students  at 
the  opening  of  the  year.  The  work  has  been  of  such  a  char- 
acter that  it  is  not  considered  a  'snap  course.'  The  best 
students  of  the  school  have  enrolled  in  the  classes  for  credit. 
This  plan  seems  admirably  adapted  to  give  a  broader  outlook 
in  religious  matters  to  students." 

Mrs.  Mary  M.  Church,  who  teaches  the  class  which  Mrs. 
Forward  conducted  until  the  removal  of  Mr.  and  Mrs.  For- 
ward from  Greeley,  wrote  on  December  20,  1915  :   "I  think 


54  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

there  is  a  considerable  increase  in  the  attendance  of  the  Bible 
classes  for  credit,  though  my  own  class  counts  about  the 
same  as  last  year.  ...  It  is  indeed  very  stimulating  to 
look  over  such  careful  work  as  most  of  the  students  present 
and  watch  their  progress  in  actual  knowledge  of  the  Bible 
according  to  the  highest  standards  of  modern  scholarship 
and  vital  religion."  Later,  June  13, 1916,  Mrs.  Church  wrote : 
"The  work  this  year  was  in  many  respects  more  gratifying 
than  ever,  though  the  increase  in  attendance  is  not  phe- 
nomenal." 

The  Greeley  plan  has  not  been  extended  beyond  the  bound- 
aries of  Greeley,  for  the  reason  that  the  college  faculty  could 
not  so  well  supervise  the  appointment  of  instructors.  Any 
extension  of  the  course  to  include  other  cities  would  make  the 
supervision  less  effective  or  make  necessary  the  employment 
of  a  supervisor.  This  is  considered  to  be  impossible  under  the 
law  of  the  state.  The  principle  involved  is,  however,  pene- 
trating the  entire  educational  system  of  the  state,  as  we  shall 
see  in  a  subsequent  chapter. 

THE    PLAN   WORKED   OUT   AT   AUSTIN,    TEXAS 

The  University  of  Texas,  at  Austin,  also  gives  credit  for 
Biblical  courses  given  outside  the  institution.  Such  credit 
is  given  for  courses  offered  by  the  Texas  Bible  Chair,  the 
Austin  Presbyterian  Theological  Seminary,  and  the  other 
members  of  the  Association  of  Religious  Teachers.1 

The  Association  of  Religious  Teachers  is  the  result  of  an 
earnest  and  prolonged  effort,  on  the  part  of  those  interested, 
to  meet  the  felt  need  and  demand,  on  the  part  of  the  students, 
for  some  systematic  Biblical  and  religious  instruction  in 
connection  with  the  university.  As  stated  in  its  constitu- 
tion, the  object  of  the  association  is  "to  present  suitable 
religious  instruction  to  students  of  the  University  of  Texas, 
1  University  Catalogue,  1915-1916,  page  89. 


THE  PLAN  APPLIED  IN  HIGHER  EDUCATION    55 

for  credit  in  that  institution,  to  prevent  unnecessary  dupli- 
cation of  courses,  to  secure  coordination  of  courses,  so  far  as 
practicable,  and  such  cooperation  as  may  be  mutually  helpful, 
wise,  and  expedient." 

It  is  stipulated  that  the  work  must  be  of  university  grade 
and  be  taught  on  an  undenominational  basis  in  an  educa- 
tional foundation  of  recognized  standing  located  in  Austin, 
or  by  an  approved  teacher,  who  devotes  himself  permanently 
to  teaching.  The  rules  laid  down  by  the  university  authori- 
ties require  that  regular  classes  be  held,  at  least  equal  in 
number,  in  length  of  period,  and  in  amount  of  preparation  to 
those  of  a  university  course  involving  the  credit  asked.  Tests 
or  examinations  are  held,  corresponding  to  those  of  the  uni- 
versity. Only  students  of  sophomore  grade  or  above  are  ad- 
mitted to  the  classes.  The  work  must  be  completed  with  a 
creditable  grade.  The  student  cannot  carry  more  than  one 
full  course  outside  the  university  at  one  time,  and  his  total 
amount  of  work  must  not  exceed  six  courses.  He  must  se- 
cure the  consent  of  the  dean  of  the  faculty  and,  if  under 
twenty-one  years,  the  approval  of  his  parent  or  guardian. 

The  schedule  of  courses  includes  the  following:  The 
Fundamental  Conceptions  Underlying  the  National  Growth 
and  Greatness  of  the  Jews ;  The  Life  of  the  Jewish  Nation ; 
Kingdom  of  God  as  Proclaimed  and  Defined  by  Jesus  Christ 
and  Interpreted  and  Applied  by  his  Followers;  Life  of 
Christ ;  The  Beginning  and  Early  Period  of  Hebrew  Proph- 
ecy ;  The  Life  and  Work  of  Isaiah ;  Jeremiah,  Ezekiel,  and 
All  Later  Prophecy;  Life  and  Letters  of  Paul;  The  Ethics 
of  Jesus ;  The  Social  Message  of  Jesus  —  Modern  Applications ; 
Outlines  of  General  Church  History  from  the  Beginning  of 
the  Second  Century  to  the  Eighteenth  Century;  Christian 
Ethics ;  The  Social  Teachings  of  Jesus  Christ ;  The  Parables 
of  Jesus  Christ;  The  History  and  Methods  of  Christian 
Asceticism ;  Jewish  History  from  Mendelssohn  to  Our  Time. 


56  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

The  courses  are  conducted  by  the  following  gentlemen: 
Thomas  W.  Currie,  Associate  Professor  of  English  Bible  and 
Practical  Theology,  Austin  Presbyterian  Theological  Semi- 
nary ;  Frank  L.  Jewett,  Professor  of  the  Texas  Bible  Chair 
of  the  Church  of  the  Disciples  of  Christ;  Thornton  R. 
Sampson,  Professor  of  Church  History  and  Polity,  Austin 
Presbyterian  Theological  Seminary;  J.  Elliot  Ross,  Lec- 
turer in  Newman  Hall;  David  Rosenbaum,  Instructor  in 
Semitics,  University  of  Texas. 

The  teachers  of  these  classes  may  state  the  different 
views  of  different  communions  but  may  not  advocate  any  in 
the  classes.  While  loyal  to  the  truth,  as  each  man  sees  it, 
all  suspicion  of  proselytism  is  proscribed.  Denominational 
advantage  and  sectarian  advocacy  are  required  to  be  elimi- 
nated from  the  courses. 

About  one  hundred  and  twenty-five  students  received  cred- 
its as  a  result  of  pursuing  such  courses  in  1914-1915.  About 
the  same  number  received  credit  in  1916.  The  religious 
bodies  represented  by  the  students  in  these  classes  are  Dis- 
ciples of  Christ,  Presbyterians,  Jews,  and  Roman  Catholics. 

BIBLE   STUDY   PLANS   AT   OTHER   STATE   UNIVERSITIES 

The  State  University  of  Missouri,  at  Columbia,  allows 
students  to  elect  a  limited  amount  of  work  chosen  from  the 
courses  offered  by  a  denominational  Bible  college  situated 
near  by.  In  all  such  cases  there  is  no  question  concerning 
the  content  of  the  courses  offered.  It  is  merely  prescribed 
that  recognized  standards  as  to  amount  and  quality  of 
work  shall  be  maintained. 

Professor  J.  D.  Elliff,  Professor  of  High  School  Administra- 
tion at  the  university,  who  is  deeply  interested  in  the  subject, 
has  recommended  to  the  faculty  the  adoption  of  the  essential 
features  of  the  Greeley  plan.  Professor  Elliff  wrote  on  Jan- 
uary 17,  1916:    "I  have  every  reason  to  believe  that  this 


THE  PLAN  APPLIED  IN  HIGHER  EDUCATION    57 

plan  will  be  accepted  by  the  university.  I  have  the  promise 
of  the  support  of  the  State  Superintendent  of  Public  Schools." 
Dean  W.  W.  Charters  of  the  Education  Department  is  ex- 
pected to  urge  its  adoption.  It  is  understood  that  Drury 
College,  at  Springfield,  stands  ready  to  give  such  credit. 
Professor  George  of  that  college  has  been  active  in  promoting 
the  cause  in  the  southern  part  of  the  state. 

At  the  University  of  South  Carolina  a  course  is  offered  to 
students  having  in  view  social  or  welfare  work,  or  the  minis- 
try. The  specifically  religious  and  Biblical  parts  of  the  course 
are  given  by  courtesy  of  two  theological  seminaries  situated 
in  the  same  city  as  the  university.  The  university  accepts 
and  credits  such  courses  as  Bible  Study  and  The  History  of 
Christianity  to  the  amount  of  eighteen  hours. 

In  this  connection  it  is  interesting  to  note  that  the  Uni- 
versity of  Virginia  is  the  only  state  university  which  has  a 
professor  devoting  his  entire  time  to  Bible  teaching.  For 
such  study  pursued  under  Professor  W.  M.  Forrest  in  the 
department  of  Biblical  History  and  Literature,  full  credit 
is  given  toward  college  and  graduate  degrees.  It  is  provided 
that  the  teaching  and  class  instruction  in  this  department 
of  the  university  "shall  never,  in  any  wise,  be  sectarian  or 
denominational  in  character." 

BIBLE    STUDY    PLANS    APPLIED    IN    STATE   NORMAL  SCHOOLS 

The  state  normal  schools  at  East  Radford,  Virginia,  and 
at  Harrisonburg  in  the  same  state,  are  now  crediting  Bible 
study.  In  the  former  place  a  very  interesting  combination 
has  been  worked  out,  with  the  Normal  School  for  Women, 
the  Young  Women's  Christian  Association  connected  with  the 
school,  and  the  Sunday  schools  cooperating.  The  students 
are  permitted  to  secure  credit  toward  graduation  from  the 
normal  school  for  Bible  courses  voluntarily  pursued  outside 
the  school  buildings  and  outside  the  school  hours. 


58  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

A  Council,  consisting  of  the  local  pastors,  Sunday  school 
superintendents  of  the  various  churches  of  the  city,  the 
officers  and  faculty  advisers  of  the  Young  Women's  Chris- 
tian Association,  and  the  president  of  the  normal  school, 
was  formed  in  1915.  The  Council  made  a  careful  study  of 
the  plans  being  followed  in  North  Dakota,  Colorado,  Indiana, 
and  other  states,  and  decided  on  a  two-years  course  adapting 
the  material  in  the  North  Dakota  syllabus. 

The  course  which  was  pursued  during  the  session  of  1915- 
1916  covered  the  historical  and  literary  parts  of  the  Old 
Testament,  with  due  attention  to  geography,  climate,  and 
scenery  of  the  Biblical  countries.  A  study  of  the  great  and 
inspiring  characters  of  the  Old  Testament  was  made.  Strik- 
ing passages  of  historical  and  literary  value  were  memorized. 
Attention  was  called  to  the  parts  of  the  Old  Testament  that 
are  most  frequently  used  by  the  great  writers  of  English 
literature.  Frequent  citations  and  study  of  such  literary 
use  of  the  Old  Testament  by  English  writers  were  made. 
Theological  and  controversial  interpretations  were  carefully 
avoided. 

The  Bible  study  courses  were  not  given  during  the  summer 
quarter,  which  extended  from  June  14  to  August  28,  1916, 
but  lectures  on  the  historical  and  literary  parts  of  the  Old 
Testament  were  given  throughout  the  quarter. 

For  the  session  of  1916-1917  a  syllabus  on  the  New  Testa- 
ment was  prepared  and  offered  at  the  opening  of  the  session 
for  all  students  who  desired  to  take  it. 

The  Council  asked  the  pastors,  the  Sunday  school  superin- 
tendents, or  the  ecclesiastical  authorities  of  the  various 
churches  to  nominate  persons  of  suitable  character  and  aca- 
demic preparation  as  teachers  to  offer  the  Bible  courses  in 
connection  with  the  various  churches.  These  nominations 
were  made  subject  to  confirmation  by  the  president  of  the 
normal  school.    In  most  cases  the  persons  nominated  by  the 


THE  PLAN  APPLIED  IN  HIGHER  EDUCATION     59 

church  authorities  were  members  of  the  normal  school  faculty. 
Thus  a  strong  body  of  teachers  was  secured  for  the  work. 

It  was  provided  that  a  uniform  examination  prepared  and 
approved  by  the  Council  should  be  given  the  students  taking 
the  Bible  study  courses  and  wishing  normal  school  credit  for 
the  same.  These  examinations  are  held  twice  each  session, 
in  January  and  in  May. 

The  library  of  the  normal  school  is  supplied  with  dic- 
tionaries, maps,  and  charts,  and  all  the  helps  necessary  for 
effective  study  of  the  Bible,  which  are  available  for  the  use 
of  the  various  Bible  study  classes. 

Dr.  John  P.  McConnell,  president  of  the  Radford  Normal 
School,  wrote  on  January  21,  1916,  that  the  plan  was  "work- 
ing very  well.  .  .  .  The  plan  seems  perfectly  satisfactory 
to  everybody  and  the  results  are  good."  In  a  bulletin  pre- 
pared by  President  McConnell  and  issued  by  the  Normal 
School  in  February,  1916,  explaining  the  Radford  Normal 
School  Plan  for  giving  credit  for  Bible  study,  he  states 
(page  10)  that  "the  interest  in  these  courses  has  been  very 
gratifying  from  the  beginning.  The  quality  of  the  work  done 
by  the  students  is  reported  by  the  teachers  as  unusually 
good.     The  attendance  of  the  students  is  regular." 

At  the  State  Normal  School  for  Women  at  Harrisonburg, 
Virginia,  a  system  of  Bible  study  and  Sunday  school  teacher- 
training  classes  in  cooperation  with  the  different  Sunday 
schools  of  the  community  has  been  in  successful  operation 
since  the  session  of  1915-1916.  It  is  claimed  that  this  sys- 
tem has  some  advantages  over  the  plan  used  at  East  Radford. 

Credit  is  given  in  the  normal  school  for  such  work  under 
certain  carefully  prescribed  conditions.  During  the  first 
session  there  were  five  groups  pursuing  the  work,  one  each 
from  the  Baptist,  Episcopal,  Presbyterian,  and  Methodist 
churches,  and  one  composed  of  representatives  of  denomina- 
tions not  so  largely  included  in  the  student  body.    It  is  in- 


60  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

sisted  that  each  instructor  of  these  classes  be  a  regular 
member  of  the  normal  school  faculty.  Each  instructor  has 
also  been  a  member  of  the  particular  denomination  to  which 
the  students  belong  who  compose  his  class  group,  except  of 
course  in  the  case  of  the  miscellaneous  group,  which  during 
the  first  session  included  Lutherans,  Reformed,  Christians, 
United  Brethren,  and  others,  and  was  taught  by  a  Meth- 
odist whom  the  students  of  their  own  accord  chose  as  their 
teacher. 

The  classes  meet  twice  each  week,  once  for  literary  and  his- 
torical study  and  once  for  pedagogical  study.  The  first 
session  is  held  at  the  normal  school,  each  class  meeting  in  a 
regular  classroom  with  its  own  instructor.  The  same  in- 
structor teaches  the  class  at  the  second  session  each  week, 
but  the  class  then  meets  in  the  Sunday  school  of  its  denomina- 
tion, and  is  counted  as  part  of  the  Sunday  school  organiza- 
tion, being  known  on  the  roll  as  the  "Normal  Training  Class." 
The  teachers  use  the  Sunday  school  literature  published  by 
the  denomination  represented. 

Regular  assignments  of  Bible  readings  are  made  for  each 
lesson,  and  the  students  are  held  responsible  for  home 
study  just  as  in  the  other  subjects  of  the  normal  school  curric- 
ulum. They  understand  this  thoroughly  and  give  serious 
preparation  to  the  lessons,  using  the  library  and  every  help 
they  can  find,  just  as  in  their  other  studies. 

The  work  is  given  as  a  regular  course  of  the  normal  school 
and  is  listed  in  the  annual  catalogue  of  1916  at  page  59  under 
the  department  of  education,  as  follows :  "  Sunday  School 
Methods  —  The  purpose  of  this  course  is  to  prepare  stu- 
dents to  teach  in  Sunday  schools,  and  to  that  end  one  period 
per  week  is  devoted  to  a  careful  study  of  the  Bible  from  the 
literary  and  historical  standpoint,  and  one  period  is  given  to 
a  discussion  of  the  methods  of  presenting  Bible  lessons  to 
children  of  various  ages  in  the  Sunday  school.    The  latter 


THE  PLAN  APPLIED  IN  HIGHER  EDUCATION    61 

period  of  work  is  conducted  on  Sunday  morning  in  the  Sunday 
schools  of  the  several  churches  of  the  community.  Some 
attention  is  paid  to  the  organization  and  general  manage- 
ment of  Sunday  schools.  The  students  are  for  the  most  part 
divided  into  groups  according  to  denominations,  each  group 
using  the  course  and  literature  prepared  by  its  denomination.'* 

On  the  literary  part  of  the  course  the  several  instructors 
select  in  conference  examination  questions  which  are  ac- 
ceptable to  all  denominations,  and  which  offer  a  uniform  test 
for  the  entire  number  taking  the  work.  The  examination  on 
this  part  of  the  work  is  given  at  the  normal  school  to  each 
group  simultaneously.  Regular  grades  are  assigned  as  a 
result  of  the  class  recitation  and  examination,  just  as  in 
mathematics,  history,  or  any  other  subject  of  study  in  the 
normal  school,  and  the  grade  made  by  the  student  is  recorded 
on  the  permanent  records  of  the  school  and  sent  to  the  parents 
of  the  students  on  the  quarterly  reports,  along  with  the 
grades  in  other  studies.  The  work  is  thus  looked  upon  as 
being  a  regular  part  of  the  work  of  the  normal  school. 

For  the  work  done  at  the  Sunday  sessions,  the  students 
qualify  for  the  Sunday  school  teachers'  certificates  granted 
by  the  different  denominations  by  using  the  examination 
questions  sent  out  by  the  central  authorities  of  the  various 
churches.  This  examination  is  given  on  a  Sunday  morning 
in  the  various  Sunday  schools. 

The  first  year  there  were  about  one  hundred  and  fifty  stu- 
dents taking  the  courses,  which  was  about  seventy-five  per 
cent  of  all  eligible  students.  The  work  is  limited  to  stu- 
dents in  the  junior  and  senior  years  of  the  normal  school 
course. 

President  Julian  A.  Burruss  of  the  normal  school  wrote  on 
August  28, 1916 :  "We  never  had  classes  do  more  serious  and 
more  satisfactory  work.  The  students  studied  the  Bible  as 
never  before  in  the  history  of  our  school,  and  the  effect  was 


62  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

noticeable  throughout  the  student  life.  Members  of  our 
faculty  as  well  as  the  students  themselves  were  enthusiastic 
about  it.  .  .  .  In  this  way  we  keep  in  very  close  touch  all 
the  time  with  the  different  denominations,  and  our  students 
have  through  this  plan  an  opportunity  for  observation  of 
Sunday  school  methods  of  teaching  and  administration,  and 
also  for  practice  teaching,  since  the  class  is  drawn  upon  for 
substitutes  as  needed.  The  Sunday  school  superintendents 
and  pastors  of  the  different  churches  have  told  us  that  they 
notice  a  marked  increase  in  attendance,  regularity  of  attend- 
ance, and  interest  in  the  Sunday  school  work,  as  a  result  of 
these  training  classes.  .  .  .  From  the  experience  of  the 
past  year  we  are  convinced  that  the  plan  is  workable  and  that 
there  is  a  real  demand  for  the  instruction.  We  expect  to 
continue  it  during  the  coming  year,  and  I  see  no  reason  why 
it  should  fail  to  continue  to  be  very  successful  in  every  way." 

Concerning  the  peculiar  feature  of  the  Harrisonburg 
plan,  President  Burruss  wrote  on  September  5,  1916 :  "I  be- 
lieve this  feature  of  our  plan  is  an  excellent  one,  as  it  links  up 
the  work  so  closely  with  the  various  churches  and  Sunday 
schools  of  the  community,  and  also  gives  opportunity  for  our 
students  to  observe  and  do  practice  teaching  under  super- 
vision, just  as  they  do  in  their  regular  courses  at  the  normal 
school.  The  Sunday  schools  in  this  way  occupy  the  same 
place  as  the  'Training  School'  or  'Model  School'  in  which 
normal  school  students  observe  and  do  practice  teaching." 

The  East  Central  State  Normal  School  at  Ada,  Oklahoma, 
gives  credit  for  work  done  in  certain  Sunday  school  classes 
of  the  city.  Credit  is  given  at  the  Central  State  Normal 
School  at  Edmond  for  a  course  in  Biblical  History  given  by 
certain  ministers  of  the  local  churches.  Any  normal  school 
student  enrolling  in  a  class  indorsed  by  the  president  of  the 
institution  and  attending  the  full  twelve-weeks  term  may 
receive  credit  upon  passing  an  examination,  the  questions  for 


THE  PLAN  APPLIED  IN  HIGHER  EDUCATION    63 

which  are  passed  upon  by  the  president.  Dr.  G.  W.  Gable, 
president  of  the  Northeastern  State  Normal  School  at  Tahle- 
quah,  wrote  on  March  17,  1916 :  "We  hope  later  on  to  work 
out  something  definite  in  connection  with  the  Sabbath 
schools  of  the  town." 

In  addition,  optional  courses  in  Bible  study  are  given  in 
the  normal  schools  of  Oklahoma  during  the  summer  sessions. 
Arrangements  have  been  completed  for  a  course  of  lectures 
on  Old  and  New  Testament  history  in  the  summer  sessions 
of  each  of  the  state  normal  schools.  More  than  eight  thou- 
sand teachers  attend  these  sessions  every  year.  Of  these, 
more  than  three  hundred  were  enrolled  in  two  classes  study- 
ing Old  Testament  history  during  the  1915  session  at  the 
school  at  Ada  under  Rev.  W.  S.  Wiley  of  Muskogee.  Some 
two  hundred  were  enrolled  in  the  summer  session  at  Edmond. 
At  the  Northeastern  State  Normal  School,  during  the  sum- 
mer session  of  1915,  the  students  were  encouraged  to  attend 
Bible  lectures  and  were  given  regular  credit  for  briefs  on  these 
lectures. 

A  schedule  of  eighty  hours  of  Bible  work,  covering  a  period 
of  eight  weeks,  was  arranged  for  these  sessions  of  the  normal 
schools  during  the  summer  of  1916.  A  course  of  outline 
lectures  on  Old  and  New  Testament  history  was  given,  for 
which  credit  was  allowed  equal  to  that  given  for  the  same 
amount  of  time  devoted  to  any  other  one  subject. 

For  two  years  credit  has  been  allowed  to  public  school 
teachers  completing  courses  given  by  the  Cincinnati  Train- 
ing School  for  Sunday  School  Workers.  The  public  school 
teachers  are  required  to  earn  two  credits  each  year  for 
outside  work.  The  officials  of  the  Hamilton  County  Sunday 
School  Association  took  up  the  matter  with  Dr.  Randall  J. 
Condon,  Superintendent  of  Public  Schools,  and  found  him 
very  willing  to  grant  the  credits  for  the  courses  offered  by  the 
Training  School.    For  attendance  at  twenty-five  Bible  lee- 


64  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

tures,  one  credit  is  given,  and  for  the  same  number  of  class 
sessions  attended,  one  credit  is  given.  Satisfactory  note- 
book work  is  required. 

A  teacher-training  class  is  conducted  in  connection  with 
Findlay  College  at  Findlay,  Ohio,  for  work  in  which  certain 
credit  is  allowed. 

REASONS  FOR  COLLEGE  CREDIT 

Professor  W.  O.  Lewis  of  William  Jewell  College  at  Liberty, 
Missouri,  discussed  the  subject  of  college  credit  for  Bible 
study  in  a  paper  entitled  "Shall  Biblical  Studies  Have  College 
Credit?"  before  the  annual  meeting  of  the  Missouri  State 
Teachers'  Association  in  1913,1  as  follows  :  "  In  the  judgment 
of  the  writer,  it  seems  so  evident  that  Biblical  studies  should 
have  college  credit  that  there  is  scarcely  any  room  for  dis- 
cussion. It  would  seem  that  the  only  debatable  points 
in  this  connection  are  such  questions  as :  How  much  credit 
should  be  given  to  such  studies?  Should  they  be  elective 
or  required?  How  should  they  be  taught,  and  when  in 
his  course  should  the  student  pursue  them?  To  ask,  *  Shall 
Biblical  studies  have  college  credit  ?  ■  is  equivalent  to  asking 
whether  there  is  any  need  of  giving  special  instruction  in 
the  Bible  and  religious  subjects  to  college  students  at  all, 
for  unless  credit  is  given  such  studies  will  not  be  pursued. 
The  average  student,  while  in  college,  is  so  anxious  to  pile  up 
credits  so  as  to  make  his  degree  as  soon  as  possible,  that  he 
will  not  give  much  time  and  energy  to  anything  that  does 
not  count  towards  graduation. 

"  Granted  that  the  Bible  is  taught  by  teachers  who  have  not 
only  a  good  general  education,  but  also  the  necessary  special 
training  in  the  Bible,  and  who  have  had  a  real  religious 
experience  and  a  genuine  love  for  the  Bible  (and  it  would 
seem  possible  for  every  school  to  find  such  teachers),  granted 

1  Proceedings  of  the  52d  Annual  Meeting,  page  194. 


THE  PLAN  APPLIED  IN  HIGHER  EDUCATION    65 

that  courses  are  offered  that  appeal  to  the  average  intelli- 
gent layman  and  not  to  the  preacher  only,  why  should  not  a 
reasonable  amount  of  credit  be  given  to  such  courses?" 
Professor  Lewis  gives  three  reasons  why  this  should  be  so : 

"1.   Such  courses  have  great  cultural  value. 

"  2.   They  have  great  ethical  value. 

"3.  There  is  no  other  book  that  so  nourishes  the  spiritual 
life." 


CHAPTER  FIVE 
The  Plan  Applied  in  Secondary  Education 

NOT  only  has  the  idea  of  giving  credit  toward  graduation 
for  Bible  study  pursued  outside  of  public  educational 
institutions  proved  a  success  in  certain  state  universities, 
colleges,  and  normal  schools,  but  such  credit  is  being  given  in 
many  public  high  schools  and  in  a  few  public  elementary 
schools  in  a  great  majority  of  the  states  and  provinces. 

THE  NORTH   DAKOTA   PLAN 

The  plan  was  first  applied  to  public  high  schools  in  North 
Dakota.  Credit  for  Bible  study  similar  to  that  given  by  the 
Teachers'  College  at  Greeley,  Colorado,  is  given  by  the  high 
schools  throughout  the  state  of  North  Dakota,  and  this  out- 
side Bible  study,  done  in  connection  with  an  accredited  high 
school,  is  accepted  by  the  colleges  of  the  state  as  part  of  the 
requirements  for  entrance  to  the  colleges. 

The  idea  of  high  schools  giving  credit  for  outside  Bible 
study  seems  to  have  originated  in  North  Dakota  with  Dr. 
Vernon  P.  Squires,  now  Dean  of  the  College  of  Liberal  Arts 
of  the  University  of  North  Dakota,  at  Grand  Forks.  In  the 
fall  of  1911,  Dr.  Squires,  as  head  of  the  department  of  English 
in  the  university,  gave  a  test  to  a  class  of  college  freshmen  to 
ascertain  how  much  they  knew  about  Biblical  literature  and 
history.  The  ignorance  of  the  Bible  exhibited  by  the  stu- 
dents in  this  examination  was  used  as  the  basis  of  an  address 
given  by  Dr.  Squires  before  the  State  Education  Association 
at  Fargo  in  November  of  that  year. 

He  proposed  that  the  State  Board  of  Education,  which 
has  general  direction  of  the  high  schools  of  the  state,  should 
authorize  the  issuance  of  a  syllabus  as  a  guide  to  systematic 
Bible  study.    The  plan  met  with  approval,  and  at  his  request 

66 


PLAN  APPLIED  IN  SECONDARY  EDUCATION     67 

a  committee  was  appointed  to  devise,  if  possible,  some  means 
by  which  credit  might  be  given  to  high  school  students  for 
Bible  study,  carried  on  under  proper  conditions,  outside  the 
high  school.  The  committee  appointed  consisted  of  Dr. 
Squires  as  chairman,  Professor  A.  P.  Hollis  of  the  Valley  City 
Normal  School,  Superintendent  Franklin  Thordarson  of  May- 
ville,  and  Miss  M.  Helen  Da  vies  of  Grand  Forks. 

Dr.  Squires  prepared  a  syllabus  which  has  since  served  as 
the  pattern,  or  prototype,  for  many  similar  courses  in  other 
states,  as  we  shall  later  see.  It  was  approved  by  the  com- 
mittee and  presented  to  the  High  School  Conference,  com- 
posed of  all  high  school  superintendents  and  principals  in  the 
state,  which  meets  in  May  at  the  University  of  North  Dakota. 
Matters  pertaining  to  secondary  education,  such  as  proposed 
changes  in  the  high  school  curriculum,  are  discussed  before 
this  conference,  and  its  recommendations  are  usually  adopted 
and  put  into  operation  by  the  State  Board  of  Education. 
The  conference  in  May,  1912,  unanimously  indorsed  and 
recommended  the  syllabus  to  the  State  Board  of  Education, 
then  called  the  State  High  School  Board.  This  board, 
after  careful  consideration,  approved  the  syllabus  in 
August,  1912,  as  a  purely  educational  measure,  and  the 
"North  Dakota  Plan"  became  operative  without  legislative 
action. 

Certain  fundamental  principles  were  decided  upon  by 
the  committee  of  which  Dr.  Squires  was  chairman,  which 
have  been  formulated  as  follows : 

"First.  Religious  instruction,  as  such,  must  not  enter 
into  the  syllabus  or  examination.  Important  as  religious 
instruction  is,  we  must  not  violate  our  fundamental  American 
idea  of  the  separation  of  church  and  state.  The  justifica- 
tion of  Bible  study,  so  far  as  the  schools  are  concerned,  is 
found  in  the  great  value  of  a  knowledge  of  scriptural  history 
and  literature  as  broadly  cultural  subjects.    This  idea  must 


68  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

be  constantly  and  consistently  borne  in  mind  and  strenu- 
ously insisted  on. 

"Second.  Every  suspicion  of  sectarianism  or  of  any- 
thing suggesting  it  must  be  avoided.  Accordingly  no  text- 
book except  the  Bible  itself  shall  be  prescribed.  Of  this 
any  version  may  be  used  :  the  Catholic  may  use  the  Douay 
version;  the  Protestant,  the  King  James  or  the  Revised 
version,  as  desired.  The  desirability  of  consulting  Bible 
dictionaries  and  standard  historians  and  commentators  will 
be  urged;  but  individual  teachers  must  select  their  helps 
for  themselves. 

"Third.  All  suspicions  of  partisanship  must  be  care- 
fully avoided.  There  must  therefore  be  no  insistence  on  any 
theory  of  authorship  or  any  system  of  chronology.  So-called 
'higher  critics'  or  'conservatives'  shall  have  full  opportunity 
to  present  their  special  views  to  their  classes.  In  the  exami- 
nation any  recognized  system  of  chronology  will  be  accepted 
and  no  such  disputed  question  as  'Who  wrote  the  Penta- 
teuch ? '  shall  ever  be  asked. 

"Fourth.  The  work  in  both  Old  and  New  Testaments 
will  be  preceded  by  a  careful  study  of  Biblical  geography, 
and  the  whole  study  must  be  as  concrete  and  objective  as 
possible. 

"Fifth.  Attention  must  be  called  to  the  beauty  of  Bibli- 
cal style  by  an  insistence  on  the  learning  of  a  number  of 
memory  passages,  in  the  choice  of  which,  however,  there 
shall  be  considerable  latitude. 

"Sixth.  The  work  as  a  whole  must  amount  to  enough 
to  occupy  ninety  hours  of  recitation  besides  the  time  for 
preparation,  this  being  the  amount  of  work  usually  required  in 
order  to  secure  a  half  credit  in  the  high  schools  of  our  state."1 

The  approval  of  the  syllabus  by  the  State  Board  of  Educa- 
tion in  no  way  made  Bible  study  compulsory.     Each  of  the 

1  Religious  Education,  February,  1916,  page  20. 


PLAN  APPLIED  IN  SECONDARY  EDUCATION     69 

one  hundred  and  twenty-eight  classified  local  high  schools  is 
privileged  to  approve  and  adopt  the  course,  and  must  do  so 
before  credit  for  outside  Bible  study  can  be  given  students  in 
such  schools.  The  state  in  this  matter  has  simply  issued  an 
outline  or  syllabus  of  Bible  study  as  it  has  of  various  other 
studies,  indicating  the  ground  to  be  covered  and  the  scope 
of  the  examination  to  be  given  thereon. 

The  syllabus  includes  the  great  stories  of  the  Old  and  New 
Testaments,  the  lives  of  the  great  Biblical  characters,  studies 
in  the  geography  and  history  of  Bible  lands,  and  choice 
passages  for  memorizing.  The  studies  are  very  much  like 
the  old  Chautauqua  Normal  Lessons  on  the  Bible.  The  syl- 
labus is  reprinted  herein  as  Appendix  A,  at  pages  233-244. 

The  course  is  designed  for  two  years  of  work,  with  one 
recitation  a  week.  The  state  requires  no  set  amount  of  time 
to  be  spent  on  the  course,  but  it  is  expected  that  as  much 
work  will  be  required  as  is  required  for  any  other  half  unit  of 
high  school  credit ;  namely,  ninety  recitation  periods  of  forty- 
five  minutes  each,  plus  the  required  preparation  for  the 
recitation.  The  work  may  be  done  at  home,  or  in  groups  in 
the  Sunday  schools  or  young  people's  societies. 

The  work  is  ordinarily  presented  on  Sunday  and  in  the 
church  schools.  Some  classes  meet  on  a  week-day  afternoon 
or  evening,  generally  in  the  church  or  in  some  home,  although 
a  few  meet  in  the  schoolhouse  after  school  hours.  In  cer- 
tain church  schools  not  supported  by  public  funds,  the  course 
is  given  as  a  regular  course  every  school  day.  In  one  or  two 
cases  it  is  presented  as  a  regular  study  in  the  public  school 
building.  Special  absence  from  the  regular  high  school  work 
is  not  required  or  permitted.  These  classes  follow  the  sylla- 
bus and  study  the  Bible  as  they  are  accustomed  to  study  their 
other  lessons. 

No  one  is  forced  to  pursue  the  course,  but  for  the  benefit 
of  those  who  do  wish  to  pursue  it,  the  state  sets  an  examina- 


70  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

tion  based  on  the  published  outline,  to  be  taken  at  the  time 
of  the  regular  semiannual  state  examinations.  So  far  the 
preparation  and  reading  of  examination  papers  have  been 
intrusted  by  the  state  authorities  to  Dr.  Squires. 

Questions  in  dispute  among  authorities  are  not  employed 
in  the  examinations.  While  the  teacher  of  the  class  may  give 
such  religious  instruction  as  he  desires,  all  that  the  state 
takes  cognizance  of  is  the  purely  intellectual  part  of  the  work, 
that  which  is  definitely  historical  or  literary.  To  those  who 
pass  the  test  a  half  unit  of  credit  is  allowed  out  of  the  fifteen 
or  sixteen  units  required  for  graduation  from  high  school. 
This  credit  of  one  half  unit  is  the  credit  regularly  allowed 
to  a  study  taken  five  times  a  week  for  eighteen  weeks,  or  for 
ninety  ordinary  recitations. 

The  first  examination  was  offered  in  January,  1913. 
Fifteen  young  people  who  had  pursued  the  work  since  it  was 
begun  in  the  previous  September,  representing  six  communi- 
ties, attempted  the  first  official  test,  and  of  the  fifteen,  eleven 
were  successful.  One  hundred  and  twelve  papers  were  sent 
in  to  the  State  Board  from  thirty-two  schools  in  June,  1913. 
Of  these,  ninety-eight  from  twenty-nine  schools  were  found 
worthy  of  credit.  In  January,  1914,  eighty-two  papers  were 
sent  from  twenty-one  communities,  of  which  seventy-two 
were  given  passing  grade.  In  the  June,  1914,  examination, 
one  hundred  and  seventy-seven  papers  were  sent  in  from 
fifty-nine  high  schools.  Of  these,  one  hundred  and  sixty- 
three  were  passed.  In  the  June,  1915,  examination,  thirty- 
eight  communities  were  represented  by  one  hundred  and 
twenty-seven  papers,  one  hundred  and  four  of  which  re- 
ceived passing  marks.  In  the  June,  1916,  examination,  fifty- 
four  communities  were  represented  by  one  hundred  and 
sixty-six  papers,  one  hundred  and  fifty-six  of  which  were 
marked  passed.1  During  the  first  four  years  the  system  was 
1  See  Appendix  E,  page  290,  for  examination  questions. 


PLAN  APPLIED  IN  SECONDARY  EDUCATION    71 

in  operation,  six  hundred  and  seventy-nine  papers  were 
sent  up  to  the  Board  for  examination  from  at  least  seventy- 
nine  different  towns.  Of  these,  a  total  of  six  hundred  and  four 
received  a  passing  mark.  A  percentage  of  the  failures  at 
the  examinations  is  claimed  to  be  due  to  the  fact  that  a 
number  of  individuals  have  undertaken  to  pass  the  examina- 
tion trusting  to  their  already  acquired  knowledge  of  the 
Bible.1 

Concerning  the  limited  number  of  students  who  take  the 
examination  for  Bible  credit,  Dr.  Squires  says :  "This  may 
seem  a  small  number  of  papers  to  be  sent  in  from  an  entire 
state,  unless  one  recalls  that  the  work  is  regarded  as  equiv- 
alent to  that  ordinarily  done  in  ninety  recitations  and  that, 
consequently,  if  the  class  meets  only  on  Sunday,  two  years 
will  be  required  to  complete  the  course/' 2 

The  State  Sunday  School  Association,  of  which  Rev. 
Walter  A.  Snow  was  general  secretary  until  October,  1916, 
aided  in  spreading  the  idea  and  stirring  up  interest  in  the 
plan.  The  association  assumed  the  responsibility  of  printing 
and  distributing  the  syllabus  and  of  introducing  the  course 
in  the  Sunday  schools  of  the  state.  It  first  printed  the  sylla- 
bus in  its  state  paper  and  subsequently  provided  special  re- 
prints thereof  for  general  distribution  throughout  the  state. 
The  state  itself  has  spent  no  money  thus  far  in  connection 
with  the  work.  The  work  of  instruction  is  carried  on  without 
expense  to  the  state. 

The  plan  has  met  with  much  success  in  the  state.  In 
nearly  every  town  and  city  high  school,  classes  have  been 
organized  in  connection  with  the  various  Sunday  schools  and 
young  people's  societies.  State  Superintendent  of  Public 
Instruction  E.  J.  Taylor  wrote  on  March  23, 1916  :  "The  plan 
for  Bible  Study  in  North  Dakota  and  the  giving  of  credit  in 

1  The  Sunday  School  Journal,  June,  1916,  page  432. 

2  Brown  University  Alumni  Monthly,  May,  1914. 


72  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

our  high  schools  for  the  same  has  met  with  marked  success  in 
North  Dakota.  People  of  all  denominations  are  friendly 
disposed  toward  the  plan,  and  a  number  of  students  belong- 
ing to  all  the  leading  denominations  take  the  examination 
and  receive  credit." 

It  has  tended  to  harmony  and  cooperation  of  religious  forces 
in  the  state.  It  seems  to  be  acceptable  to  all  people  con- 
cerned. Mr.  Snow  writes  that  not  one  word  of  criticism  has 
been  heard  of  the  plan,  from  any  source.  He  says,  "Its 
simplicity  is  its  success." 

Dean  Squires  says :  "  Many  testify  to  the  serious  nature 
of  the  work  and  to  the  interest  aroused  in  the  subject  by  their 
regular,  thoroughgoing  method  of  procedure,  entirely  differ- 
ent as  it  is  from  the  rather  scrappy  Sunday  school  lessons 
hitherto  in  general  use."  He  reports  also  that  the  Sunday 
school  workers  are  enthusiastic  over  the  plan.  He  says  that 
it  brings  into  the  Bible  class  a  group  of  young  people  who  have 
hitherto  shown  little  interest  in  such  work.  There  seems  to 
be  throughout  the  state,  among  both  high  school  people  and 
those  connected  directly  with  the  religious  work,  the  feeling 
that  the  plan  is  helping  to  solve  some  real  problems. 

THE   COLORADO   PLAN 

A  plan  of  cooperation  between  the  high  schools  and  the 
church  schools  has  also  been  worked  out  by  enthusiastic 
specialists  in  religious  education  in  the  state  of  Colorado, 
whereby  Bible  study  may  be  elected  by  the  students  and  be 
given  credit  throughout  the  entire  high  school  course. 

The  success  of  the  movement  in  connection  with  the 
Teachers'  College  at  Greeley,  Colorado,  led  others  to  believe 
that  a  similar  plan  might  be  worked  out  for  the  high  school 
students  of  the  state ;  namely,  Bible  study  under  standard- 
ized conditions  in  the  local  churches  for  credit  toward  high 
school  graduation  and  college  entrance.    The  colleges  of  the 


PLAN  APPLIED  IN  SECONDARY  EDUCATION    73 

state  were  interested  in  the  proposition,  and  the  State 
Teachers'  Association  took  up  the  matter. 

In  March,  1911,  Rev.  W.  A.  Philips,  pastor  of  the  Presby- 
terian Church  at  Longmont,  a  former  member  of  the  original 
committee  from  the  Ministerial  Association  of  Greeley  on  Bible 
study,  conceived  the  idea  that  the  same  plan  was  applicable 
to  the  high  schools.  He  therefore  presented  the  scheme  to 
the  Ministerial  Association  of  Longmont  in  June,  1911.  In 
the  following  September  the  proposition  was  presented  to  the 
members  of  the  high  school  faculty  of  that  place.  In  April, 
1912,  the  plan  was  presented  before  the  College  High  School 
Conference  in  session  at  Boulder. 

In  November,  1912,  it  was  presented  to  the  Educational 
Council  of  the  State  Teachers'  Association  in  session  at 
Denver.  A  committee  of  three,  consisting  of  Professor  Ira 
M.  Delong  of  Boulder,  Superintendent  Rae  H.  Kiteley  of 
Longmont,  and  Principal  R.  S.  Moles  of  Denver,  was  sub- 
sequently appointed  by  the  State  Teachers'  Association  to 
cooperate  with  the  following  representatives  of  the  State 
Sunday  School  Association :  Dr.  Philips,  Principal  H.  B. 
Smith  of  Denver,  and  Mr.  J.  M.  Correy  of  Denver.  The 
Sunday  School  Association  created  a  State  Council  of  Reli- 
gious Education,  composed  of  the  university  and  college 
presidents  together  with  many  superintendents  of  public 
schools  and  prominent  educators  of  the  state.  This  Council, 
under  the  leadership  of  Dr.  Irving  E.  Miller,  now  of  Rochester 
University,  New  York,  who  as  head  of  the  Education  Depart- 
ment of  the  Teachers'  College  at  Greeley  and  for  a  time  as 
Director  of  Bible  Study  there  had  done  much  to  make  the 
Greeley  experiment  a  success,  rendered  valuable  assistance 
in  constructing  the  "  Colorado  Plan  "  for  high  schools. 

On  November  26,  1913,  the  State  Teachers'  Association 
adopted  a  set  of  resolutions  approving  the  effort  being  made 
by  the  churches  and  the  Sunday  school  associations  of  the 


74  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

state  to  elevate  the  standards  of  teachers  in  the  Sunday 
schools  and  recommending  that  high  schools  give  credit  for 
Bible  study  conducted  under  qualified  teachers.  The  reso- 
lutions adopted  by  the  Teachers'  Association  were  as  follows : 

"  1.  The  religious  education  of  the  boys  and  girls  who  are  in 
our  public  schools  is  a  matter  of  unquestioned  importance 
and  should  be  emphasized  and  furthered  in  every  legitimate 
way. 

"2.  The  Sunday  school  is  a  historic  institution,  backed 
by  strong  religious  organization,  and  exercising  a  wide  reli- 
gious influence  over  young  people.  Up  to  a  recent  date, 
however,  but  little  serious  effort  seems  to  have  been  made  to 
set  up  acceptable  standards  of  teaching  in  its  work  or  to  se- 
cure on  the  part  of  the  pupils  any  real  preparation  of  assigned 
lessons.  If  such  improvement  can  be  made,  the  Sunday 
school  is  entitled  to  an  honorable  place  among  our  educational 
forces. 

"3.  We  believe  that  a  closer  cooperation  between  the  pub- 
lic school  and  the  Sunday  school  would  be  of  mutual  advan- 
tage, and  might  assist  the  latter  in  becoming  a  more  efficient 
agency  of  religious  education,  and  that  such  cooperation 
is  possible  without  transgressing  our  fundamental  princi- 
ples of  religious  liberty.  We  therefore  recommend  that  this 
Association  approve  of  the  strong  effort  now  being  made  by 
the  churches,  the  denominational  educational  departments, 
and  the  Colorado  Sunday  School  Association,  to  elevate  the 
standards  of  teaching  in  the  Sunday  schools,  to  improve 
their  courses  of  study,  and  to  secure  on  the  part  of  the  pupils 
the  same  grade  of  lesson  preparation  as  is  demanded  in  public 
school  work ;  that  with  this  object  in  view  it  commends  to 
the  Sunday  schools  for  classes  of  high  school  grade  the  recog- 
nized standards  of  the  North  Central  Association  of  Second- 
ary Schools  and  Colleges ;  that  when  these  standards  have 
been  attained  it  recommends  that  high  schools  give  credit 


PLAN  APPLIED  IN  SECONDARY  EDUCATION    75 

for  Bible  study  of  corresponding  grade  in  the  Sunday  school  to 
an  extent  not  to  exceed  one  fourth  unit  for  each  year's  work ; 
and  that  this  body  appoint  a  permanent  committee  to  cooper- 
ate in  prudent  and  legitimate  ways  for  all  the  foregoing  pur- 
poses with  a  similar  committee  from  the  Colorado  Sunday 
School  Association."  1 

Pursuant  to  the  terms  of  this  resolution,  a  permanent 
committee  was  appointed  to  cooperate  with  a  similar  com- 
mittee from  the  Sunday  School  Association.  This  com- 
mittee adapted  the  Greeley  plan  to  the  requirements  of  the 
public  high  schools  of  the  state  and  outlined  a  course  of  study, 
with  requirements  and  directions  for  teachers  of  such  classes. 
The  course  and  its  syllabus  of  lessons  was  approved  by  the 
State  Council  of  Religious  Education,  and  the  plan  was  put 
into  successful  operation  in  September,  1914,  by  a  number 
of  schools. 

It  is  in  operation  under  official  sanction  in  a  number  of 
public  high  schools  in  Denver  and  elsewhere  in  the  state. 
Many  classes  are  being  organized  all  over  the  state.  School 
boards  in  several  localities  are  cooperating  with  progressive 
Sunday  schools  in  the  organization  of  such  classes.  The 
Greeley  Baptist  Church  has  three  such  classes  in  operation. 
Fifty  per  cent  of  the  high  school  pupils  of  Fort  Morgan  are 
in  these  classes.  Grand  Junction  and  Montrose  also  have 
classes.  Longmont  has  one  class  of  thirty  in  one  church. 
Brush,  another  small  town,  has  a  class  of  twenty-six.  There 
are  classes  also  at  Boulder  and  Pueblo.  More  than  six 
hundred  high  school  students  were  enrolled  in  these  courses 
during  the  school  year  1914-1915. 

The  plan  provides  a  four-years  elective  course  of  Bible 
study  for  high  school  students,  adapted  to  the  unfolding 
life  of  the  student,  and  correlated  with  the  curriculum  of  the 

1  Teachers'  Handbook  of  the  Colorado  Plan  of  Bible  Study  for  Colleges  and 
High  Schools,  page  5. 


76  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

high  school.  It  embraces  historical,  biographical,  social, 
and  literary  studies  of  the  Bible.  The  main  outlines  of  the 
course  are  as  follows : 

Course  I.       Heroes  and  Leaders  of  Israel. 
Course  II.     First  Semester.     The  Friends  and  Followers 
of  Jesus. 
Second  Semester.    The  Life  and  Labors  of 
Jesus. 
Course  III.   First  Semester.     Bible  History. 

Second  Semester.     Biblical  Literature. 
Course  IV.    Social  Institutions  and  Social  Application  of 
Bible  Teachings. 

1.  The  Family  and  the  Community. 

2.  The  State  and  the  Church. 

3.  The  Industrial  Order. 

The  topics  selected  for  these  courses  are  adapted  from  the 
Intermediate  Course  of  the  International  Graded  Sunday 
School  Lessons ;  consequently  the  publications  of  the  various 
denominational  publishing  houses,  in  so  far  as  they  have 
prepared  lesson  helps  for  the  graded  lesson  series,  are  avail- 
able for  the  course.  The  committee  does  not  recom- 
mend these  lesson  helps,  but  leaves  the  field  wide  open  for 
the  selection  of  any  kind  of  lesson  materials  that  will  best 
realize  the  aim  of  the  course  and  cover  the  ground  indicated 
in  the  outline.  A  syllabus  has  been  issued  containing  in 
detail  the  work  of  the  first  three  years.1 

A  list  of  books  that  will  be  found  useful  in  dealing  with 
the  biographical  material  is  suggested  :  Chamberlain,  Georgia, 
Hebrew  Prophets;  Gates,  Herbert,  Heroes  of  the  Faith;  Kent, 
Charles  L.,  Heroes  and  Crises  of  Early  Hebrew  History; 
Robinson,  George  L.,  Leaders  of  Israel;  Soares,  Theodore  G., 
Heroes  of  Israel;  Rutland,  J.  R.,  Old  Testament  Stories; 
1  See  Appendix  B,  page  245. 


PLAN  APPLIED  IN  SECONDARY  EDUCATION    77 

Wells,  Amos  R.,  The  Bible  in  Miniature;  Willman,  Leon  K., 
Men  of  the  Old  Testament. 

Supplementary  material  is  listed  as  follows :  Smith,  George 
Adam,  Historical  Geography  of  the  Holy  Land;  Calkins, 
Historical  Geography  of  Palestine;  Stewart,  Land  of  Israel; 
Leary,  The  Real  Palestine  of  Today;  Vincent  and  Hnrlbut, 
Bible  Geography  and  Atlas;  Kent  and  Madsen,  or  Eiler, 
Map  of  the  Ancient  World;  Schaff-Herzog,  Encyclopedia; 
Hastings,  Bible  Dictionary.  In  the  second  course,  any  stand- 
ard life  of  Jesus  adapted  to  the  high  school  students  may  be 
used,  such  as  Burgess,  Life  of  Christ;  Rees,  The  Life  of 
Jesus  of  Nazareth;  McConaghay,  Great  Events  in  the  Life 
of  Jesus;  Bosworth,  Studies  in  the  Life  of  Jesus. 

A  handbook  explaining  the  plan  and  containing  directions 
for  the  guidance  of  teachers  of  the  Bible  study  classes  was 
prepared  by  the  joint  committee  of  the  State  Teachers' 
Association  and  the  State  Sunday  School  Association.  This 
was  printed  by  the  latter  association  in  1914  and  reprinted 
and  published  in  the  March,  1915,  edition  of  the  bulletin  of 
the  Teachers'  College  explaining  the  Greeley  plan. 

In  the  Bible  Study  Syllabus  for  the  high  school  students 
of  Colorado,  selected  and  approved  by  the  joint  committee 
of  the  two  associations,  are  given  the  following  suggestions 
as  to  the  method  of  teaching  the  subject  matter  of  the 
syllabus : 

"While  the  central  aim  of  the  course  is  to  present  vividly 
ideals  of  life  through  the  study  of  concrete  examples  of  right 
living,  with  all  that  they  can  furnish  of  inspiration,  and  to 
illustrate  in  the  concrete  the  consequences  of  evil  as  it  works 
out  in  the  lives  of  actual  men  and  women,  nevertheless  the 
current  of  history  and  the  background  of  geographical  fact 
are  not  to  be  ignored.  The  details  of  history  and  geog- 
raphy that  are  necessary  to  give4an  understanding  of  condi- 
tions that  affect  the  lives  of  individuals  and  to  give  the  tang 


78  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

of  reality  to  the  biographical  facts  are  not  the  main  things 
to  be  emphasized  in  the  course ;  but  at  the  same  time  the  good 
teacher  will  try  to  carry  on  historical  and  geographical  lines 
of  work  continuously  in  intimate  correlation  with  the  more 
fundamental  studies  of  human  nature. 

"The  aim  of  this  course  will  not  be  most  fully  realized 
by  homiletical  treatment  of  the  subject  matter  or  by  the 
study  of  critical  questions,  but  rather  by  the  vivid  presenta- 
tion of  the  lives  of  the  men  and  women  discussed,  the  re- 
construction of  the  situations  which  confronted  them  in  as 
concrete  terms  as  possible,  and  the  bringing  home  to  the  pupil 
of  the  truth  or  particular  lesson  to  be  learned  through  the 
inevitable  connection  which  he  sees  and  feels  for  himself 
between  conditions  and  consequences  in  the  life  and  conduct 
of  individuals.  Make  the  students  of  these  lessons  feel  that 
they  are  dealing  with  real  men  and  real  women  struggling  with 
real  problems,  and  that  the  ideals  and  attitudes  that  domi- 
nated their  lives  had  something  very  definite  to  do  with  their 
successes  and  their  failures.  Do  not  be  afraid  to  use  extra- 
Biblical  material  for  purposes  of  comparison  and  emphasis 
of  the  reality  of  the  principles  of  conduct  involved." 

The  committee  on  Bible  study  for  high  schools  from  the 
State  Teachers'  College  and  the  State  Sunday  School  Asso- 
ciation is  given  general  charge  of  all  Bible  study  work  done 
for  academic  credit  in  the  Sunday  schools  and  churches  of  the 
state.  This  committee,  of  which  Rev.  Ralph  C.  McAfee  is 
chairman  and  Herbert  B.  Hay  den  secretary,  prescribes  all 
necessary  rules  relating  to  study,  recitations,  notebooks, 
theses,  and  written  examinations,  and  prepares  questions,  if 
found  helpful,  for  the  use  of  teachers  in  the  examinations. 
It  also  grades  all  examination  papers. 

The  first  examination  was  given  in  1915,  and  the  results 
were  very  gratifying.  It  gave  definite  assurance  that  the 
Bible  study  work  was  needed  and  appreciated.     Sixty-three 


PLAN  APPLIED  IN  SECONDARY  EDUCATION     79 

students  took  the  examination  for  credit,  of  whom  fifty  passed 
with  a  grade  of  seventy-five  or  more. 

Questions  for  the  examination,  approved  by  the  State 
Committee,  were  sent  to  the  superintendent  of  schools  or 
principal  of  the  local  high  school  in  sealed  envelopes,  which 
were  opened  at  the  beginning  of  the  examination.1  Each 
student  taking  the  examination  was  designated  by  a  local 
number,  which,  with  the  name  of  the  town  or  city,  was  the 
only  identifying  mark  upon  the  paper  as  sent  to  the  state 
examiners.  The  local  school  authorities  retained  a  list  of  the 
writers  and  their  numbers  to  insure  a  correct  return  of  the 
papers  after  grading.  All  papers,  accompanied  by  a  fee  of 
twenty-five  cents  paid  by  the  student  or  by  the  Sunday  school 
of  which  he  was  a  member,  were  forwarded  to  the  secretary 
of  the  examiners.  The  examiners  returned  the  papers  and 
grades  to  the  superintendent  of  schools. 

In  estimating  the  work  done  by  the  pupil,  the  recitations 
and  either  notebook  or  thesis  work,  at  the  discretion  of  the 
teacher,  counts  one  half  and  the  examination  or  thesis  re- 
quired by  the  state  examiner  counts  one  half.  The  passing 
mark  is  the  same  as  in  the  local  high  school. 

As  in  North  Dakota,  no  state  or  public  school  buildings  are 
used  for  religious  instruction.  No  state  funds  are  used.  No 
religious  instruction  is  given  by  public  school  teachers  during 
school  hours.  The  work  is  conducted  in  the  respective 
churches  during  Sunday  school  hours,  under  competent 
teachers.  Each  denomination,  each  sect,  is  privileged  to 
impart  instruction  to  its  own  children  and  according  to  its 
own  canons  of  interpretation. 

General  Secretary  E.  T.  Albertson,  of  the  Colorado  State 

Sunday  School  Association,  wrote  on  December  2, 1915,  that 

the  plan  was  "working  into  favor  very  rapidly  in  Colorado 

with  our  public  school  people."     On  June  23,  1916,  Mr. 

1  For  questions  used  on  this  examination  see  Appendix  E,  page  299. 


80  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Albertson  wrote :  "We  have  secured  the  reports  of  six  hun- 
dred and  fifty-seven  of  our  Sunday  schools  this  year,  and  from 
these  reports  (which  is  about  half)  we  find  that  eight  hundred 
and  fifteen  students  are  taking  the  work,  first  and  second  year 
classes.  Our  people  here  in  Colorado  are  very  enthusiastic 
in  the  work,  and  we  are  looking  forward  to  a  much  larger 
number  taking  the  work  this  fall." 

President  Henry  Suzzallo  of  the  University  of  Washington, 
at  Seattle,  wrote  on  December  22,  1915 :  "I  have  been  on 
the  ground  several  times  and  was  very  much  impressed  with 
the  practical  working  of  the  scheme.  I  find  myself  enthu- 
siastic for  it.  The  whole  theory  that  they  have  in  Colorado 
is  that  religious  instruction  is  to  be  conducted  in  the  church 
itself,  or  in  its  Sunday  school  accessories.  All  that  the 
school  department  in  the  neighborhood  does  is  to  check 
the  efficiency  of  the  pedagogy  and  its  results  and  to  provide 
credits  for  the  same  in  the  high  school,  normal  school,  or  col- 
lege course.  No  attempt  is  made  to  determine  the  content 
or  subject  matter  of  these  courses.  Good  teaching  and  re- 
sults are  checked  through  supervision.  The  church  itself 
must  determine  the  ends  to  be  achieved  and  the  information 
to  be  given." 

DAKOTA  AND   COLORADO   PLANS   CONTRASTED 

The  Colorado  plan  has  been  characterized  as  a  "more 
ambitious  "  scheme  than  the  Dakota  plan.  It  has  been  noted 
that  the  former  provides  a  four-years  course  paralleling  the 
four  years  of  the  high  school  course,  adapting  the  topics  of 
the  International  Graded  Lessons,  while  the  Dakota  plan 
provides  only  a  two-years  course  based  upon  an  original  sylla- 
bus. The  latter  plan  emphasizes  the  study  of  the  Bible  more 
as  literature  and  history,  while  the  former  encourages  reli- 
gious education  as  well. 

In  North  Dakota  no  definite  amount  of  time  is  required 


PLAN  APPLIED  IN  SECONDARY  EDUCATION    81 

to  be  put  upon  the  study.  The  contents  of  the  syllabus  may 
be  mastered  privately  or  by  class  study.  Whether  or  not 
credit  is  awarded  depends  entirely  upon  the  student's  success 
at  an  examination  set  by  state  officials.  In  Colorado,  note- 
books and  written  work  are  accepted  as  partial  evidence  of 
completion  of  the  work. 

In  Colorado  the  emphasis  is  placed  on  the  preparation 
of  the  teachers  and  their  ability  to  do  the  work.  It  is  re- 
quired that  the  teachers  shall  have  scholastic  attainments 
equivalent  to  graduation  from  a  college  and  that  they  shall 
have  had  special  training  in  the  Bible.  In  North  Dakota 
the  qualifications  of  the  teachers  are  not  so  definitely  pre- 
scribed as  in  Colorado.  No  inquiry  is  made  as  to  the  prepa- 
ration of  the  teacher  of  the  Bible  study  class.  It  is  esti- 
mated, however,  that  by  the  law  of  natural  selection  the 
teachers  have  had  training  equal  to  or  greater  than  that 
required  for  high  school  teachers.  The  State  Inspector  of 
High  Schools  in  North  Dakota  has  reported  that  the  work 
has  mainly  been  done  by  the  teachers  of  the  high  schools. 

In  order  to  ascertain  the  actual  educational  as  well  as  the 
religious  qualifications  of  the  teachers  of  these  classes  in 
North  Dakota,  a  questionnaire  was  sent  out.  The  responses 
showed  that  thirty-three  out  of  fifty  teachers  of  classes  work- 
ing for  high  school  credit  had  taught  in  public  institutions, 
ranging  from  college  and  high  school  to  grammar  grade.  The 
average  number  of  years  of  experience  was  five,  the  range 
being  from  one  to  thirty.  Forty-two  of  these  teachers  were 
graduates  of  colleges,  normal  schools,  or  theological  semi- 
naries ;  seventeen  were  graduates  of  colleges ;  nine  were  nor- 
mal graduates;  and  sixteen  were  graduates  of  theological 
seminaries.  Five  replied  that  they  had  taken  part  of  a  col- 
lege course,  and  three  were  high  school  graduates.  Sixteen 
held  first-grade  professional  certificates ;  two  held  first-grade 
certificates ;    one  held  a  second-grade  certificate ;    and  three 


82  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

held  life  certificates.  One  had  had  no  previous  experience 
in  teaching  Sunday  school  classes ;  five  made  answers  indi- 
cating experience  but  not  the  number  of  years ;  the  remainder 
had  had  experience  ranging  from  two  to  thirty  years,  the 
average  being  sixteen  years. 

The  results  of  the  questionnaire  indicated  not  only  that  a 
large  majority  of  the  teachers  of  these  classes  in  North  Dakota 
are  trained  and  experienced  public  school  teachers,  but  also 
that  they  are  practically  all  professing  Christians  and  mem- 
bers of  a  church.  Forty-eight  of  the  fifty  teachers  who 
replied  were  members  of  some  church,  several  of  them  mem- 
bers of  the  Catholic  church.  Without  any  specific  require- 
ment being  made,  teachers  educationally  and  religiously 
qualified  have  been  selected.1 

The  idea  of  adapting  the  plan  to  high  school  students 
seems  to  have  been  first  considered  almost  simultaneously  by 
leaders  both  in  North  Dakota  and  in  Colorado  in  the  fall  of 
1911.  While  to  Colorado  must  be  given  the  palm  for  first  put- 
ting into  successful  operation,  in  1910,  the  plan  which  Iowa 
educators  had  in  1908  demonstrated  was  feasible,  it  was  North 
Dakota  that  in  1912  first  effectively  applied  the  idea  to  her 
high  school  system  with  the  sanction  of  the  state  officials. 
It  was  not  until  November,  1913,  that  the  Colorado  State 
Teachers'  Association  recommended  the  application  of  the 
Greeley  plan  to  the  high  schools  of  the  state,  and  the  plan 
was  not  put  into  operation  until  September,  1914,  two  years 
after  the  classes  were  organized  in  North  Dakota.  Dr. 
Cross  states  that  the  Greeley  people  knew  nothing  of  Dr. 
Squires'  work  until  their  plan  was  well  past  the  experimental 
stage.  He  adds  :  "This  is  another  case  of  necessity  driving 
two  people  to  invent  a  way  out  at  about  the  same  time." 

This  statement  of  the  history  of  the  early  beginning  of 

1  The  Sunday  School  Journal,  June,  1916,  page  432 ;  Religious  Education, 
February,  1916,  page  24. 


PLAN  APPLIED  IN  SECONDARY  EDUCATION    83 

the  movement  is  corroborated  by  Mr.  John  L.  Alexander, 
who  has  made  an  extensive  investigation  of  the  subject  for 
the  International  Sunday  School  Association.  He  says : 
"It  began  in  Greeley,  Colorado,  moved  over  into  North  Da- 
kota, and  back  again  into  Colorado." 

In  the  teachers'  handbook  setting  forth  the  Colorado  plan 
it  is  stated  that  while  the  Colorado  people  were  working  out 
their  high  school  scheme,  word  came  that  a  similar  program 
had  been  inaugurated  in  North  Dakota  under  the  leadership 
of  Dr.  Squires.  It  is  there  stated,  "  This  coincidence  indicates 
that  all  unconsciously  representative  educators  and  church- 
men in  different  states  had  set  themselves  to  the  task  of  sup- 
plying a  long-missing  element  in  our  educational  system; 
namely,  Bible  study  in  connection  with  the  colleges  and  high 
schools  of  the  country."  x 

SPREAD   OF  THE  MOVEMENT 

The  success  of  the  plan  in  these  two  states  soon  attracted 
the  attention  of  school  and  religious  leaders  all  over  the  coun- 
try. Dr.  Squires  has  received  several  hundred  inquiries 
about  the  North  Dakota  plan.  "Inquiries  regarding  it  have 
come  to  me  from  almost  every  state  in  the  Union  and  from 
China,  Japan,  Korea,  and  New  Zealand,"  said  Dr.  Squires 
in  May,  1914,  in  the  Brown  University  Alumni  Monthly  of 
that  month. 

The  North  Dakota  State  Sunday  School  Association  also 
received,  up  to  April,  1916,  inquiries  about  the  plan  pursued 
in  that  state  from  five  hundred  and  seventy-five  cities  in  forty 
states.  Copies  of  the  syllabus  had  been  sent  to  eleven  for- 
eign countries.  A  total  of  12,203  copies  had  been  distributed. 
Three  editions  of  5000  each  had  been  printed.  The  printing 
and  postage  cost  became  such  a  burden  that  a  small  charge 
for  documents  had  to  be  made. 

1  Page  5. 


84  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

The  Colorado  Sunday  School  Association  has  likewise 
been  put  to  great  labor  and  expense  to  answer  the  many 
inquiries  that  come  to  it  about  the  Colorado  plan.  Dr. 
Philips  says,  "Letters  are  coming  to  me  from  all  over  the 
United  States  in  almost  every  mail  asking  for  our  literature, 
all  of  which  indicates  that  multitudes  are  greatly  interested 
in  this  program." 

The  fall  of  1914  saw  the  beginning  of  some  adaptation  of 
one  or  the  other  of  these  plans  in  several  of  the  western 
states,  first,  in  most  cases,  by  local  action.  The  successful 
operation  of  these  local  experiments  demonstrated  the  work- 
ability of  the  plan  and  disarmed  all  opposition,  so  that  the 
movement  spread  rapidly.  Washington  and  Indiana  formed 
with  North  Dakota  and  Colorado  the  "Big  Four,"  the  states 
in  which  the  idea  was  first  widely  and  generally  adopted  by 
the  schools.  The  plan  has  been  officially  indorsed  by  the 
educational  authorities  in  Washington  and  Indiana  and 
recently  in  Oregon,  where  one  of  the  syllabi  is  even  printed 
by  the  state,  under  sanction  of  the  State  Superintendent  of 
Education.  The  chief  educational  authorities  in  many  other 
western,  central,  and  southern  states,  and  in  some  eastern 
states,  now  openly  approve  the  plan  and  are  only  awaiting 
the  development  of  public  opinion.  The  genesis  and  present 
status  of  the  movement  in  the  various  jurisdictions  will  next 
receive  our  attention.  The  movement  attained  large  propor- 
tions and  momentum  during  1915  and  1916. 


CHAPTER  SIX 

Adaptations  in  Central  States  —  Eastern 
Division 

INDIANA 

INDIANA  was  one  of  the  first  states  to  follow  the  example 
of  Colorado  and  North  Dakota,  and  in  January,  1915, 
the  State  Board  of  Education  adopted  a  plan  allowing  school 
boards  to  give  high  school  credit  for  Bible  study  conducted 
outside  of  such  schools.  It  is  in  operation  in  various  places 
representing  every  section  of  the  state,  including  township, 
town,  and  large  city  high  schools,  and  is  proving  very  popu- 
lar. Groups  of  Catholics,  Protestants,  and  Hebrews  are 
at  work  on  the  courses. 

The  proposition  was  brought  before  the  State  Board  of 
Education  by  a  committee  appointed  at  a  joint  meeting  of 
the  State  Association  of  Teachers  of  English  and  the  High 
School  Section  of  the  State  Teachers'  Association  on  Octo- 
ber 29,  1914,  at  the  request  of  a  number  of  school  principals 
and  superintendents.  This  committee  consisted  of  William 
N.  Otto,  Indianapolis;  Professor  Elbert  Russell,  Earlham 
College,  Richmond ;  Frances  Doan,  Greencastle  High  School ; 
E.  E.  Ramsay,  Bloomington  High  School;  and  Oscar  M. 
Pittinger,  Superintendent  of  the  Frankfort  Public  Schools. 

The  outline  or  syllabus  adopted  by  the  State  Board  fol- 
lows very  closely  the  one  adopted  in  North  Dakota.  The 
only  change  necessary  to  make  the  North  Dakota  plan  usable 
was  to  rearrange  the  matter  to  fit  the  credit  system  of  the 
Indiana  schools.  The  resolution  of  the  board  was  as  fol- 
lows:  "Be  it  Resolved,  That  the  State  Department  of 
Education  be  authorized  on  application  of  any  Board  of 
Trustees  of  any  school,  city  or  town  or  any  trustee  of  any 

85 


86  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

school  township  to  be  permitted  to  give  one  half  unit  of 
credit  in  the  High  School  Course  of  Study  for  the  Course 
of  Bible  Study  conducted  on  a  syllabus  prepared  by  a  joint 
committee  of  the  Indiana  Association  of  Teachers  of  English 
and  the  High  School  Section  of  the  Indiana  State  Teachers' 
Association,  and  conducted  under  the  rules  prescribed  by 
such  syllabus  to  grant  such  school  authorities  the  required 
permission." 

At  a  meeting  of  representatives  from  the  communities 
that  were  already  giving  credit  for  Bible  study,  a  Board  of 
Control  consisting  of  these  representatives  was  organized 
as  provided  in  the  plan.  This  Board  of  Control  appointed 
a  Committee  of  Five  which  supervises  the  work  and  conducts 
examinations,  consisting  of  Superintendent  Edwin  L. 
Rickert  of  the  Connersville  public  schools,  chairman ;  Super- 
intendent Oscar  M.  Pittinger,  Frankfort;  Principal  E.  P. 
Wiles,  Evansville;  Superintendent  J.  W.  Holton,  Shelby- 
ville ;  and  Miss  Edith  D.  Gwinn,  Goshen.  This  committee 
has  power  to  prepare  the  examination  questions  and  to 
grade  the  manuscripts  submitted  for  credits.  The  Board  of 
Control  has  issued  several  bulletins  explaining  the  plan. 
The  first  appeared  on  December  17,  1915,  and  was  addressed 
to  the  superintendents  and  principals  of  the  state. 

The  course,  as  outlined,  consists  of  four  parts,  two  in  the 
Old  Testament  and  two  in  the  New  Testament.  Any  two 
parts  may  be  taken  for  credit,  but  only  two.  By  the  plan 
a  Hebrew  pupil  need  take  only  the  Old  Testament  parts,  if 
he  wishes,  and  will  still  receive  the  maximum  credit. 

Part  I  is  a  study  of  forty-five  of  the  great  Old  Testament 
narratives.  Part  II  consists  of  eight  of  a  possible  twelve 
Old  Testament  character  studies.  Part  III  is  a  study  of 
the  life  of  Christ.  Part  IV  consists  of  studies  in  the  history 
of  the  early  church,  with  special  reference  to  the  missionary 
journeys  of  Paul.    All  the  parts  provide  for  a  study  of  the 


-  ADAPTATIONS  IN  CENTRAL  STATES  87 

history  and  geography  related  and  for  the  learning  of  mem- 
ory passages  from  the  books  of  the  Bible  studied,  as  well  as 
a  knowledge  of  the  names  of  all  the  books  of  the  Bible. 

One  semester  credit  is  counted  for  graduation  to  any  high 
school  student  who  passes  a  written  examination  on  any  two 
of  the  four  unit  parts  of  the  outline.  Each  of  the  unit  parts 
is  designed  to  cover  at  least  forty  lessons;  thus  two  are 
equivalent  to  a  high  school  subject  pursued  five  days  a 
week  for  one  half  a  school  year. 

As  far  as  the  state  is  concerned,  the  pupils  may  study 
the  course  in  any  way,  —  in  classes,  in  clubs,  or  individually, 
—  but  each  local  school  determines  what  pupils  are  eligible 
to  take  the  examination.  An  examination  uniform  through- 
out the  state  is  given  four  times  a  year,  in  January,  March, 
May,  and  October.  The  examination  is  given  in  the  fore- 
noon of  the  second  Saturday  of  the  examination  month. 
The  first  state  examination  was  held  toward  the  end  of  the 
school  year  1915-1916. 

It  is  provided  that  the  examinations  shall  consist  of  ques- 
tions of  fact  based  on  the  work  outlined  in  the  syllabus  and 
questions  of  literary  and  historical  values.  Questions  of 
theological  interpretation  are  strictly  avoided.  Examina- 
tion manuscripts  are  sent  to  the  committee  by  number, 
not  by  name.  Each  applicant  for  examination  is  required 
to  pay  a  fee  of  twenty-five  cents  to  cover  the  cost  of  ques- 
tions and  grading.  Printed  copies  of  the  syllabus  are  avail- 
able at  a  cost  of  ten  cents. 

Permission  to  add  this  Bible  study  course  to  the  school 
course  must  be  obtained  from  the  State  Department  of  Edu- 
cation by  application  of  the  local  board  of  school  trustees. 
A  form  of  resolution  is  suggested  for  the  use  of  local  school 
boards  who  wish  to  give  credit  for  Bible  study,  which  is  as 
follows:  "Resolved,  That  on  consent  of  the  State  Depart- 
ment of  Education,  credit  for  outside  Bible  study  be  given 


88 


CREDIT  FOR  OUTSIDE  BIBLE  STUDY 


in  the  high  school  in  accordance  with  the  plan  approved  by 
the  State  Board  of  Education." 

The  plan  is  in  active  operation  and  there  are  perhaps 
twelve  or  fifteen  hundred  young  people  at  work  now.  High 
schools  at  the  following  places  in  the  state  have  adopted  the 
course :  Berne,  Boswell,  Cayuga,  Cherubusco,  Clinton,  Con- 
nersville,  Dunkirk,  Economy,  Evansville,  Fairmount,  Farm- 
land, Flora,  Frankfort,  Franklin,  Freelandville,  Goshen, 
Greenwood,  Howell,  Huntington,  Kokomo,  Leavenworth, 
Lizton,  Oakland  City,  Portland,  Richmond,  Salem,  Shelby- 
ville,  Sheridan,  Silver  Lake,  Sinnettville,  Spencer,  Wabash, 
Warsaw,  and  Worthington.  Of  these  the  largest  cities  are 
Richmond  and  Evansville. 

The  first  examination  was  held  March  13,  1916.  Seventy 
pupils  representing  ten  high  schools  tried  the  examination,  of 
whom  about  seventy  per  cent  were  successful.  At  the  second 
examination,  which  was  held  May  11,  1916,  two  hundred 
and  forty  pupils  representing  twenty-three  high  schools 
took  the  examination,  of  whom  about  ninety  per  cent  passed. 
Superintendent  Rickert  explains  that  the  larger  number  of 
failures  at  the  first  examination  was  due  to  the  fact  that  the 
students  had  not  had  enough  time  to  prepare  and  that 
probably  some  thought  it  might  be  an  easy  way  to  get  a 
credit.1 

A  statistical  summary  of  the  results  of  the  first  two  exam- 
inations follows : 2 


Date 

Schools 

Pupils 

Part  I 

Part  II 

Part  III 

March  13,  1916 
May  11,  1916 

10 
23 

70 
240 

P.   p.    t. 

41  17  58 
141  12  153 

P.   P.    T. 

18  5  23 
105  15  120 

P.   F.   T. 

12  2  14 
65  2  67 

1  The  questions  used  at  these  examinations  appear  in  Appendix  E,  pages 
302-308.  2  P.  means  passed,  F.  failed,  and  T.  total. 


ADAPTATIONS  IN  CENTRAL  STATES 


89 


Date 

Schools 

Pupils 

Pabt  IV 

All  Pabts 

March  13,  1916 
May  11,  1916 

10 
23 

70 
240 

P.             P.            T. 

16         7 

24       7       31 

P.              F.                T. 

72       30        102 
335       36       371 

President  Robert  L.  Kelly  of  Earlham  College,  Richmond, 
wrote  on  January  10,  1916:  "It  is  only  a  question  of  time 
until  this  plan  will  be  adopted  by  a  majority  of  the  cities 
and  towns  of  this  state,  in  my  judgment."  Superintendent 
Rickert  wrote  on  February  14,  1916,  that  he  felt  sure  that 
the  movement  would  succeed. 

The  leader  of  the  movement  at  Evansville  is  Professor 
E.  P.  Wiles,  principal  of  the  junior  and  senior  high  schools. 
He  wrote  under  date  of  October  7, 1915,  that  he  believed  the 
work  was  going  to  be  a  great  success  at  that  city.  The 
question  of  allowing  credit  for  the  work  had  been  passed 
upon  favorably  by  the  local  school  board,  and  classes  had 
been  formed  in  five  of  the  largest  Sunday  schools  of  the  city. 

At  Frankfort  there  are  at  least  five  classes,  three  in  con- 
nection with  the  Sunday  schools  and  two  outside  of  the 
Sunday  schools.  The  total  enrollment  is  approximately 
seventy-five. 

At  Kokomo  credit  has  been  given  in  the  high  school  for 
Bible  study  done  at  the  local  Young  Men's  Christian  Asso- 
ciation in  classes  conducted  by  the  secretary  of  that  insti- 
tution. The  young  men  are  required  to  put  in  as  much  time 
on  their  study  and  preparation  as  is  required  for  a  credit  in 
a  regular  subject  in  the  high  school. 

Superintendent  H.  S.  Kaufman  of  the  Warsaw  city  schools 
wrote  on  February  15, 1916,  that  all  the  churches  of  the  city 
had  classes  in  Bible  study  and  would  offer  pupils  for  exami- 
nation at  the  close  of  the  semester. 

Superintendent  Paul  Van  Riper  of  the  Franklin  public 


90  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

schools  wrote  on  February  18,  1916,  that  the  state  plan  was 
being  followed  and  that  four  church  schools  were  teaching 
the  work  as  laid  down  in  the  state  course. 

The  question  of  credit  for  Bible  study  is  a  vital  one  at 
South  Bend,  a  city  of  55,000  inhabitants.  A  committee  has 
there  been  working  on  the  subject  for  many  months.  Sev- 
eral sessions  of  the  local  ministerial  association  have  been 
devoted  to  discussion  of.  the  topic.  Thirty  churches  are 
interested.  Several  plans  have  been  discussed,  but  diffi- 
culty has  been  found  in  arriving  at  a  satisfactory  conclusion. 
Rev.  Charles  A.  Decker,  minister  of  the  First  Baptist  Church, 
is  active  in  the  matter. 

One  plan  suggested  was  to  have  each  church  hold  a  class 
for  its  own  people  who  might  be  interested  in  the  work,  after 
school  hours.  It  was  urged  that  instruction  could  be  given 
at  this  time  by  some  one  not  connected  with  the  public 
schools,  such  as  the  minister  of  that  denomination  or  some 
other  qualified  person.  Superintendent  L.  J.  Montgomery 
of  the  city  schools  was  very  much  in  favor  of  this  plan. 

The  question  has  been  before  the  local  board  of  education 
at  Indianapolis  several  times.  Through  the  Church  Federa- 
tion and  the  local  churches  a  strong  sentiment  has  been 
aroused  in  favor  of  the  project.  The  public  school  officers 
and  teachers  of  the  city  desire  it.  The  superintendent  of 
the  Indianapolis  public  schools  is  said  to  be  in  favor  of  the 
plan  and  is  likely  soon  to  succeed  in  having  it  adopted  there. 

OHIO 

The  public  schools  in  some  cities  in  Ohio  are  giving  credit 
for  Bible  study,  although  the  movement  does  not  up  to 
1916  seem  to  have  secured  very  much  of  a  foothold  in  that 
state.  An  unsuccessful  attempt  was  made  to  incorporate 
the  plan  in  a  bill  introduced  at  the  regular  session  of  the 
81st  General  Assembly  to  "safeguard  the  right  to  read  the 


ADAPTATIONS  IN  CENTRAL  STATES  91 

Bible  in  public  education."  Section  3  of  House  Bill  No. 
5£6  provided  that  "boards  in  charge  of  grammar  schools, 
high  schools,  normal  schools,  and  other  educational  institu- 
tions supported  in  whole  or  in  part  from  public  funds,  may 
adopt  and  adapt  the  plan  of  giving  'credits'  for  creditable 
Bible  study  done  out  of  school,  equal  in  quantity  and  quality 
to  studies  giving  the  same  credit  in  school  and  college." 

Dr.  J.  D.  Darling,  general  secretary  of  the  State  Sunday 
School  Association,  wrote  on  January  17,  1916:  "We  have 
not  done  much,  as  yet,  toward  having  credits  given  for  Bible 
study,  although  there  has  been  some  movement  made  in 
that  direction.  .  .  .  We  have  not  made  much  progress. 
We  hope  for  better  things." 

The  Educational  Committee  of  the  Federated  Churches 
of  Cleveland  has  under  consideration  the  plan  of  giving 
credit  for  Bible  study  pursued  outside  of  the  public  schools. 
At  Lakewood,  a  residence  suburb  of  Cleveland,  the  Bible 
is  taught  as  history  and  literature  in  the  high  school,  and  the 
work  accomplished  is  accepted  by  the  Western  Reserve 
University  at  Cleveland  as  one  of  the  regular  entrance  credits 
of  the  university.  The  East  Cleveland  High  School  is 
offering  a  similar  course. 

The  course  at  Lakewood  is  elective,  the  juniors  taking  it 
in  place  of  history  and  the  seniors  in  place  of  English.  Five 
recitations  a  week  are  held  in  a  regular  school  period,  as 
with  any  other  subject.  It  is  taught  by  a  member  of  the 
high  school  faculty.  The  textbook  used  is  Sanders'  History 
of  the  Hebrews, 

At  Findlay  one  half  a  high  school  credit,  or  four  semester 
hours,  is  allowed  for  study  pursued  in  a  Sunday  school 
teacher-training  course  conducted  in  an  academy.  One 
recitation  a  week  for  two  years  is  devoted  to  the  course. 

At  Coshocton  a  movement  is  on  foot  to  have  the  public 
schools  give  credit  for  work  done  in  the  church  schools. 


92  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

During  the  summer  of  1915  Superintendent  Charles  E. 
Bryant  offered  to  give  the  desired  recognition  for  Bible 
study  and  suggested  that  the  church  schools  might  continue 
to  follow  whatever  courses  of  study  they  were  using.  The 
local  schools  at  Coshocton  give  credit  for  outside  work  done 
by  the  pupils  along  various  lines  like  music,  and  it  seems 
that  the  next  logical  step  will  be  to  grant  credit  for  Bible 
study. 

Instead  of  working  out  an  independent  plan  of  study,  it 
is  proposed  at  Coshocton  to  select  a  standard  of  Bible  study 
based  upon  the  historical,  literary,  and  geographical  features 
of  the  International  Graded  Lessons,  beginning  with  the 
fourth  grade  and  extending  through  the  high  school,  a  total 
of  nine  years.  The  prospects  are  that  the  plan  will  be  in 
operation  at  Coshocton  within  a  short  time.  Superintend- 
ent Bryant  wrote  on  February  3,  1916:  "I  have  always 
viewed  with  favor  the  plan  of  giving  credit  for  Bible  work. 
I  trust  that  we  shall  be  able  to  work  with  a  practical  plan 
here  in  the  near  future." 

In  the  meantime  the  local  religious  leaders  are  endeavor- 
ing to  standardize  their  Sunday  school  work  so  that  it  will 
be  acceptable  to  the  public  school  authorities,  when  definite 
action  is  taken.  Conspicuous  among  those  actively  inter- 
ested is  Mr.  F.  C.  W.  Trott,  head  of  a  department  of  the 
First  Presbyterian  Bible  School. 

Mr.  Trott  wrote  on  February  16,  1916,  as  follows:  "I 
had  spoken  to  Mr.  Bryant  last  year,  asking  him  what  he 
thought  of  having  credit  given  for  work  done  in  the  Bible 
schools,  and  I  was  greatly  pleased  when  he  submitted  early 
last  summer  a  plan  that  was  very  liberal.  In  this  plan  he 
offered  to  give  the  desired  recognition  to  the  Bible  school 
work  and  suggested  that  the  Bible  schools  could  continue 
to  use  whatever  lessons  they  were  using.  .  .  .  Being  anx- 
ious that,  from  the  beginning,  the  standard  of  work  should 


ADAPTATIONS  IN  CENTRAL  STATES  93 

be  reasonably  high,  I  suggested  that '  to  begin  with'  a  curric- 
ulum be  adopted  based  upon  suitable  features  of  the  Inter- 
national Graded  Lessons.  'To  begin  with*  means  that  if 
in  the  future  any  churches  or  organizations  wanted  to  use 
any  other  lesson  course,  they  could  do  so  provided  it  came 
up  to  the  adopted  standard  in  quality  and  quantity.  It 
also  means  that  if  the  public  school  authorities  should  find 
the  selections  as  made  from  the  Graded  Lessons  weak  in 
certain  places,  they  might  add  other  material  later  on.  The 
advantage  in  using  the  Graded  Lessons  would  be  in  the  fact 
that  splendid  lesson  helps  were  already  at  hand  and  it  would 
be  easier  to  do  good  work  from  the  very  beginning.  I 
prepared  a  tentative  curriculum  for  the  sixth  grade  and 
first  year  high  school,  based  upon  the  third  Junior  and  second 
Intermediate  years  of  the  International  Graded  Lessons.  It 
looked  as  if  we  were  going  to  get  well  started  last  October 
when  sickness  in  Mr.  Bryant's  family  interfered.  Not  to 
let  the  matter  drop  entirely,  I  determined  to  develop  the 
plan  as  much  as  possible  in  our  own  church  school  at  least, 
even  to  the  adoption  of  the  report  cards  that  might  even- 
tually be  used  by  all  our  schools  when  the  plan  would  be 
definitely  adopted." 

The  form  of  report  card  to  which  Mr.  Trott  refers  as  being 
used  in  anticipation  of  closer  cooperation  between  the  two 
educational  systems  of  the  city  is  unique  and  is  reproduced 
on  the  following  page. 

On  this  card  the  different  items  on  which  a  grade  is 
given  in  the  Bible  school  are  divided  into  two  sections.  The 
first  section  contains  items  which  would  especially  concern 
the  public  schools  in  the  event  of  their  offering  credit  for 
Bible  study;  namely,  records  of  attendance,  punctuality, 
notebook  work,  memory  work,  and  written  tests.  The 
other  section  indicates  records  of  church  attendance,  Bible 
brought,  offering  made,  and  deportment. 


94 


CREDIT  FOR  OUTSIDE  BIBLE  STUDY 


t^i* 

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ADAPTATIONS  IN  CENTRAL  STATES  95 

An  oblong  space  has  been  provided  at  the  foot  of  the 
first  section  in  which  to  insert  something  like  this,  as  Mr. 
Trott  suggests :  "Quarterly  credits  in  this  section  are  based 
upon  the  standards  of  Bible  School  work  for  this  grade 
approved  by  the  Superintendent  of  Public  Schools." 

Under  this  scheme  one  of  these  cards  for  every  pupil  who 
is  endeavoring  to  earn  the  special  credits  would  become  a 
part  of  the  public  school's  records.  At  present  Mr.  Trott  is 
using  this  form  printed  on  a  blue  card  and  on  a  white  card. 
The  blue  one  is  preserved  for  a  permanent  record  in  the  Bible 
school,  and  the  other  is  given  to  the  pupil  to  be  returned 
after  being  examined  and  signed  by  the  parent.  Attend- 
ance at  any  other  school  is  recognized  by  the  school  using 
the  system,  if  attested  on  cards  furnished  for  that  purpose. 

ILLINOIS 

The  plan  of  giving  credit  for  Bible  study  work  done  out- 
side of  the  high  school  has  been  considered  in  Illinois  and 
seems  to  have  been  introduced  in  a  small  way.  The  high 
school  at  the  city  of  Paris,  in  this  state,  has  offered  to  allow 
students  enrolled  in  the  high  school  one  credit  each  year  for 
Bible  study  done  in  the  Sunday  schools  of  churches  of  the 
city.  It  is  thus  possible  for  the  student  during  the  four 
years  in  high  school  to  earn  two  out  of  the  thirty-two 
credits  required  for  graduation.  The  plan  was  proposed 
by  Superintendent  J.  G.  Moore  of  the  public  schools 
after  several  conferences  with  the  Ministerial  Association. 
It  was  approved  by  representatives  of  six  Sunday 
schools. 

Two  churches  have  availed  themselves  of  this  opportunity, 
the  First  Christian  Church  and  the  First  Methodist  Church. 
There  are  two  classes,  a  class  of  young  men  and  a  class  of 
young  women,  doing  the  work  in  the  Christian  Church. 
They  are  using  the  graded  lessons  published  by  the  Christian 


96  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Board  of  Publication  of  St.  Louis.  Rev.  H.  H.  Peters, 
pastor  of  that  church,  wrote  on  February  24,  1916,  "The 
work  has  proved  quite  satisfactory  so  far  as  the  First  Chris- 
tian Church  is  concerned,  and  we  hope  and  expect  that  the 
present  arrangement  will  be  continued."  He  adds  that  the 
classes  are  doing  high-grade  work.  Sixty  students  earned 
credits  for  Bible  study  during  the  half  school  year  after  its 
inauguration  in  February,  1915.  Fully  three  times  that 
number  worked  for  credit  during  1915-1916. 

Each  Sunday  school  is  permitted  to  prescribe  the  kind  of 
work  which  shall  make  up  the  courses  taught  in  its  own 
classes.  The  only  requirement  in  regard  to  the  subject 
matter  of  these  courses  is  that  they  shall  be  thoroughly 
planned  and  of  equivalent  scholarship  to  other  courses 
offered  in  a  standard  high  school. 

The  basis  of  giving  the  credit  is  the  character  of  the  teach- 
ing done.  In  order  that  a  Bible  study  class  shall  be  accred- 
ited, the  teacher  of  the  class  must  meet,  at  least  in  general 
equivalents,  the  requirements  for  a  teacher  in  the  high 
school. 

A  minimum  of  forty-five  lessons  of  at  least  forty  minutes 
each  is  required.  This  means  that  the  student  must  at- 
tend the  class  at  least  forty-five  Sundays  during  the  year. 
If  any  church  so  elects,  it  may  do  the  work  in  some  other 
way. 

The  student  is  required  to  study  the  work  of  the  Bible 
class  just  as  seriously  as  the  regular  studies  of  the  high 
school.  No  examination  is  given  by  the  public  school 
authorities  to  determine  the  efficiency  of  the  work  done  in 
the  Bible  study  classes,  and  the  credit  is  allowed  upon  the 
certification  of  the  teacher  of  the  class,  countersigned  by 
the  superintendent  of  the  Sunday  school  or  the  proper 
church  official,  provided  the  conditions  are  strictly  complied 
with. 


ADAPTATIONS  IN  CENTRAL  STATES  97 

In  his  annual  report  Superintendent  Moore  indicated 
that  it  was  planned  to  hold  meetings  of  the  teachers  in  charge 
of  these  classes  to  discuss  organization,  methods,  and  courses 
of  study.  He  planned  to  urge  each  church  to  consider  the 
recommendations  of  the  Chicago  Conference  of  February  9, 
1915.1 

Dr.  R.  P.  Shepherd,  educational  secretary  of  the  Illi- 
nois Sunday  School  Association,  said  in  the  official  organ  of 
that  association,  The  Trumpet  Call,  April,  1915 : 

"The  Paris  Plan  .  .  .  has  aroused  much  interest  through- 
out the  state.  Thousands  of  deeply  interested  people  are 
watching  to  see  if  the  church  people  of  Paris  have  not  only 
wit  enough  to  start  a  good  thing  going,  but  also  grit  enough 
to  keep  it  growing.  .  .  .  Many  are  wondering  how  the 
churches  will  stand  up  under  the  strain  of  being  put  on  their 
educational  honor,  both  in  the  matter  of  a  course  of  study 
and  in  choice  of  teachers. 

"Many  churches  are  preparing  to  ask  their  local  high 
school  boards  and  superintendents  to  make  provision  for 
accrediting  the  work  of  their  pupils.  These  churches,  school 
boards,  superintendents,  principals,  and  teachers,  as  well  as 
a  yet  larger  number  of  parents  and  lovers  of  young  folks, 
have  both  eyes  on  Paris  churches  and  Sunday  school  teachers. 
Every  one  is  hoping  that  Paris  boys  and  girls  of  high  school 
age,  their  teachers  and  pastors,  will  make  so  conspicuous  a 
success  of  the  plan  that  not  one  high  school  district  in  the 
state  will  be  reluctant  to  throw  down  the  gauntlet  to  the 
churches." 

Superintendent  R.  G.  Jones  of  the  public  schools  at  Rock- 
ford,  Illinois,  where,  as  we  have  noted  in  Chapter  II,  credit 
is  now  being  given  for  outside  instrumental  music,  wrote  on 
May  11,  1916,  that  he  had  no  doubt  that  credit  for  Bible 
study  outside  of  school  hours  would  be  given  after  a  while. 
1See  Chapter  XIV,  page  182. 


98  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

SOUTH   DAKOTA 

A  committee  of  five,  representing  the  South  Dakota  Edu- 
cational Association,  with  a  like  committee  representing  the 
State  Sunday  School  Association,  has  for  two  years  been 
considering  the  subject.  A  decision  on  the  matter  from  the 
Educational  Association  is  still  pending.  Dr.  Squires  of 
North  Dakota  discussed  the  matter  before  the  South  Dakota 
Sunday  School  Association  in  May,  1916. 

Mr.  George  W.  Miller,  general  secretary  of  the  State 
Sunday  School  Association,  wrote  on  February  15,  1916: 
"I  feel  sure  that  the  North  Dakota  plan  or  something  similar 
can  be  successfully  worked  out  under  competent  leadership 
and  is  perhaps  the  only  real  solution  of  the  Bible  and  the 
Public  Schools." 

WISCONSIN 

One  or  two  towns  in  Wisconsin  are  quietly  fostering  an 
interest  in  the  plan.  Superintendent  G.  W.  Banting,  of 
the  public  schools  of  the  city  of  Stoughton,  has  made  an 
arrangement  with  the  pastors  of  the  various  churches 
whereby  any  pupil  receiving  systematic  instruction  in  Bible 
study  will  be  given  one  unit  of  credit.  In  this  state  it  will  be 
necessary  to  get  the  approval  of  the  State  Board  of  Edu- 
cation, as  all  schools  receiving  state  aid  are  required  to  sub- 
mit their  curricula  to  that  body. 

Those  interested  in  agitating  the  subject,  among  whom  are 
Rev.  Francis  H.  Brigham,  pastor  of  Cargill  Memorial 
Methodist  Episcopal  Church  of  Janesville,  and  May  T. 
Bumby,  supervisor  of  English  in  the  Racine  public  schools,  are 
endeavoring  to  interest  the  educational  circles.  No  steps 
have  yet  been  taken  toward  making  up  an  outline  of  study. 
So  far  little  objection  has  appeared  in  public  or  private. 


CHAPTER  SEVEN 

Adaptations  in  Central  States  —  Western 
Division 

missouri 

IN  the  state  of  Missouri  several  of  the  larger  centers  of  popu- 
lation have  adopted  the  plan  of  high  school  credit  for  Bible 
study.  The  matter  of  a  state- wide  plan  is  under  consideration 
and  is  likely  to  come  before  the  State  Teachers'  Association 
in  the  near  future.  The  late  State  Superintendent  of  Public 
Schools,  Howard  A.  Gass,  supported  the  movement.  He 
wrote  on  March  22, 1916  :  "  I  heartily  approve  of  the  plan  that 
is  being  used  for  giving  credit  in  the  public  schools  for  Bible 
work  done  under  the  provisions  arranged  for  in  this  state." 

The  College  Department  of  the  State  Sunday  School 
Association,  known  as  the  Missouri  Conference  upon  Reli- 
gious Education,  of  which  Dr.  W.  W.  Charters,  dean  of  the 
education  department  of  the  State  University,  was  the  first 
president,  has  been  discussing  the  subject  for  two  years.  It 
has  a  committee  appointed  to  confer  with  a  like  committee 
from  the  State  Teachers'  Association.  This  committee  is 
composed  of  the  president  of  one  of  the  state  normal  schools, 
the  president  of  a  denominational  college,  and  the  assistant 
superintendent  of  the  St.  Louis  Board  of  Education. 

Mr.  Herman  Bowmer,  general  secretary  of  the  State  Sun- 
day School  Association,  wrote  on  December  29, 1915  :  "There 
is  no  doubt  that  credit  will  be  given  at  Missouri  ultimately. 
Personally  I  am  hoping  the  movement  may  not  be  definitely 
launched  for  two  or  three  years,  by  which  time  the  educa- 
tional standards  of  our  Sunday  schools  shall  have  been  raised 
sufficiently  to  enable  a  considerable  number  of  them  to  meet 
the  requirements,  which  I  hope  will  be  reasonably  high.  In 
the  meantime  we  are  creating  sentiment  quietly." 

99 


100         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Professor  J.  D.  Elliff,  of  the  State  University  faculty  and 
high  school  visitor  for  the  state,  who  is  urging  the  granting 
of  credits  at  the  university  for  extramural  Bible  study, 
has  also  actively  advocated  a  plan  which  is  claimed  to  be 
an  improvement  on  the  North  Dakota  and  Colorado  plans. 
In  the  fall  of  1914  he  read  a  paper  on  "High  School  Credits 
for  Bible  Study"  at  a  meeting  of  the  Missouri  Conference 
upon  Religious  Education,  of  which  he  was  then  chairman. 
As  a  result,  the  committee  referred  to  above  was  appointed, 
and  a  report  is  soon  to  be  expected. 

The  tentative  plan  which  Professor  Elliff  has  prepared  and 
which  he  says  he  has  excellent  reasons  to  believe  will  be  ap- 
proved by  all  parties  interested,  is,  in  the  main,  as  follows : 
The  plan  must  have  the  full  official  indorsement  of  the  local 
school  and  church  authorities  concerned.  The  course  must 
be  taught  in  Sunday  school  or  church  and  on  Sundays  or 
Saturdays  or  outside  of  school  hours.  The  teachers  shall  con- 
form to  the  regulation  standards  of  the  North  Central  Associa- 
tion of  Colleges  and  Secondary  Schools,  which  provide  that  the 
minimum  scholastic  attainment  of  high  school  teachers  shall 
be  equivalent  to  graduation  from  a  college  belonging  to  the 
association,  including  special  training  in  the  subject  they  teach. 

Pupils  taking  the  courses  must  be  eligible  to  membership 
in  an  accredited  high  school  and  should  expect  to  conform 
to  all  high  school  requirements  concerning  attendance, 
deportment,  and  character  of  work  done.  The  class  must  be 
provided  with  a  separate  room,  with  freedom  from  interrup- 
tion for  at  least  forty-five  minutes,  be  provided  with  desks 
or  table  room  for  each  pupil  to  work  at  conveniently,  have 
a  blackboard,  maps  of  the  ancient  world,  Palestine,  the 
Roman  Empire  at  the  time  of  Christ,  a  Bible  dictionary, 
and  such  other  reference  works  as  are  thought  necessary 
by  the  school  and  church  authorities.  A  studious  attitude 
must  be  maintained  throughout  the  study  period. 


ADAPTATIONS  IN  CENTBAJ;  STA^-  :       ,?01; 

The  plan  provides  that  there  shall  be  a  four-years  elec- 
tive course  of  Bible  study  for  high  school  students  which 
shall  be  adapted  to  the  unfolding  life  of  the  pupils.  It  is 
to  be  correlated  with  the  curriculum  of  the  high  schools. 
The  courses  of  study  are  to  be  given  by  the  respective 
churches,  Hebrew,  Catholic,  and  Protestant  alike,  at  the 
Sunday  school  hour,  if  possible,  under  the  instruction  of 
qualified  teachers. 

In  the  Missouri  School  Journal  for  February,  1916,1 
Professor  Elliff  says:  "I  have  talked  with  many  superin- 
tendents and  high  school  principals  who  are  very  much 
interested  in  the  matter  and  who  are  ready  to  make  a  be- 
ginning. All  that  is  needed  is  the  formulation  of  some  defi- 
nite plan  and  the  acceptance  of  the  plan  by  the  university 
and  the  State  Department  of  Education." 

Professor  Elliff  has  been  seeking  to  promote  the  organ- 
ization of  classes  in  connection  with  certain  selected  high 
schools  of  the  state.  He  wrote  on  January  17, 1916 :  "I  am 
very  much  interested  in  the  question  of  Bible  study  for  high 
school  credit,  and  have  been  doing  what  I  could  to  promote 
what  seems  to  me  to  be  a  practical  plan  of  procedure." 

At  Webb  City,  which  has  a  school  enumeration  of  3350, 
the  local  board  of  education,  in  the  latter  part  of  1915, 
approved  a  regular  course  of  Bible  study,  covering  the  four 
years  of  the  high  school.  The  work  is  conducted  outside  of 
the  high  school  under  joint  supervision  of  church  and  school, 
by  teachers  approved  by  the  board  of  education.  The  sub- 
ject "Bible  Study"  appears  in  the  printed  high  school  course 
of  study  in  each  year  of  the  English  course.  It  is  scheduled 
to  be  taken  on  Sunday  from  9.30  to  10.45.  Superintendent 
C.  A.  Greene  of  the  city  schools  wrote  that  one  unit  credit  is 
allowed  for  four  years  of  work,  which  is  the  equivalent  of  the 
study  of  one  subject  for  one  whole  year  in  the  high  school. 

1  Page  78. 


102       j  C&EMT  F,OR  OUTSIDE  BIBLE  STUDY 

The  course  consists  of  the  following : 

First    Year.     First   Semester.    The    Gospel    of  Mark. 

(Burton.) 
Second  Semester.      Studies  in  the  First 

Book  of  Samuel.     (Willett.) 
Second  Year.     The  Life  of  Christ.     (Burgess.) 
Third  Year.       The  Hebrew  Prophets.     (Chamberlain.) 
Fourth  Year.     Christianity     in     the     Apostolic     Age. 

(Gilbert.) 

The  names  in  parentheses  are  authors  of  textbooks  in  the 
Constructive  Series,  published  by  the  University  of  Chicago 
Press. 

It  is  stated  in  connection  with  the  outline  that  the  two 
lighter  courses  of  the  first  year  will  serve  well  as  an  intro- 
duction to  a  definite  progression  through  the  Bible  in  the 
three  successive  years.  They  would  accustom  the  pupils 
to  doing  as  careful  and  thoroughgoing  study  of  the  Bible 
as  of  their  other  subjects.  In  the  three  later  years  the 
pupils  would  make  a  comprehensive  sweep  of  the  Biblical 
material,  including  the  three  great  divisions,  Old  Testament, 
Life  of  Christ,  and  Life  of  Paul. 

Professor  G.  Byron  Smith,  principal  of  the  Iberia  Academy 
at  Iberia,  has  had  a  plan  under  operation  since  October,  1913. 
Credit  is  there  given  for  work  done  upon  an  approved  course 
of  study  under  an  approved  teacher.  He  reported  in  Novem- 
ber, 1915,  that  he  had  three  classes  in  each  of  the  two  Sunday 
schools  and  one  class  in  a  third  school.  Only  one  church  in 
the  place  had  not  joined  in  the  movement. 

The  academy  approves  the  courses  and  the  teachers,  and 
supervises  the  conditions  under  which  the  instruction  is 
given.  The  decision  as  to  what  the  courses  shall  be  comes 
entirely  from  the  individual  church.  The  Congregational 
and  Methodist  Episcopal  churches  are  using  the  series  pub- 


ADAPTATIONS  IN  CENTRAL  STATES  103 

lished  by  the  University  of  Chicago  and  Charles  Scribner's 
Sons.  The  Christian  Church  uses  a  series  which  its  own 
people  get  out.  Examinations  are  given  at  the  end  of  the 
semester  to  those  taking  the  work,  and  the  examination  and 
questions  are  approved  by  the  academy  teachers. 

KANSAS 

Credit  for  outside  Bible  study  is  given  in  several  places 
in  the  state  of  Kansas,  and  committees  from  the  State 
Teachers'  Association  and  from  the  State  Sunday  School 
Association  are  studying  the  subject.  It  is  probable  that  a 
definite  plan  for  the  state  will  soon  be  promulgated.  Interest 
in  this  matter  is  quite  general  throughout  the  state. 

State  Superintendent  of  Public  Instruction  W.  D.  Ross 
wrote  on  March  23,  1916 :  "I  am  in  favor  of  credit  for  this 
work  when  it  is  done  as  thoroughly  and  efficiently  as  the 
public  school  work ;  that  is  to  say,  that  the  teachers  must  be 
as  well  qualified  for  this  work  as  public  school  teachers,  and 
the  pupils  must  take  this  work  as  thoroughly  as  the  other." 

H.  B.  Wilson,  superintendent  of  public  schools,  has  made 
a  good  beginning  at  Topeka.  Eight  different  teachers  in 
that  city  are  conducting  courses  in  Bible  study  for  high 
school  students  leading  to  credit  toward  graduation.  Some- 
what more  than  a  hundred  students  are  enrolled  with  these 
teachers.  By  resolution  of  the  local  board  of  education, 
high  school  students  may  receive  credits  not  to  exceed  a 
total  of  three  credits  toward  graduation  for  work  done  out- 
side of  the  high  school.  Not  more  than  two  of  these  credits 
may  be  in  any  one  subject. 

The  order  allowing  credit  for  work  done  outside  of  the 
school  was  passed  at  a  regular  meeting  of  the  Topeka  board  of 
education  on  September  7, 1914,  in  the  following  form  :  "  That 
credit  be  allowed  for  work  done  outside  of  school  as  credit 
toward  graduation  from  the  high  school  to  the  amount  of 


104  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

three  credits,  provided  that  not  more  than  two  credits  shall  be 
granted  in  any  one  subject,  the  details  as  to  standards  to  be  re- 
quired and  methods  of  granting  credit  to  be  left  to  the  princi- 
pal of  the  high  school  and  the  superintendent  of  schools." 

In  accordance  with  the  authority  conferred  by  this  reso- 
lution it  was  announced  that  credit  would  be  given  for  work 
done  outside  of  school  in  Bible  study  and  music.  The  work 
offered  in  Bible  study  must  have  been  taken  either  in  a  course 
offered  by  the  Topeka  Training  School  for  Sunday  School 
Workers  or  with  an  approved  teacher  working  in  some  Sunday 
school,  or  in  the  Young  Women's  Christian  Association  or 
the  Young  Men's  Christian  Association.  Other  alternative 
equivalent  courses,  if  such  are  proposed,  will  be  considered. 

The  Executive  Committee  of  the  Topeka  Training  School 
for  Sunday  School  Workers  is  to  pass  upon  the  qualifications 
of  teachers  who  may  be  assigned  to  teach  Bible  study  courses 
which  are  intended  to  qualify  high  school  students  to  offer  the 
same  for  credit.  The  teachers  of  these  Bible  study  classes 
shall  conform  approximately  to  the  recognized  standard  for 
high  school  teachers.  A  list  of  approved  teachers  is  posted  on 
the  high  school  office  bulletin  board.  The  examination  is 
conducted  by  a  competent  disinterested  student  of  the  Bible. 

Any  high  school  student  wishing  to  offer  Bible  study  work 
for  credit  toward  graduation  is  required  to  file  a  certificate, 
signed  by  the  teacher  with  whom  he  has  done  the  work, 
indicating  the  number  and  length  of  the  lessons  taken,  the 
amount  of  time  required  in  the  preparation  of  each  lesson, 
and  such  other  information  as  may  be  asked  for.  This 
statement  must  also  show  the  scope  of  the  work  covered. 
The  certificate  must  be  countersigned  by  the  superintend- 
ent of  the  Sunday  school  in  which  the  instruction  is  given 
and  also  by  the  pastor  of  the  church. 

Superintendent  W.  S.  Heusner  of  Salina  has  taken  similar 
steps,  by  consent  of  his  local  board  of  education  and  with 


ADAPTATIONS  IN  CENTRAL  STATES  105 

the  cooperation  of  the  ministers'  organization  of  the  city. 
On  November  1,  1915,  the  board  passed  an  order  identical 
in  phraseology  with  the  one  previously  passed  by  the  Topeka 
board  of  education.  In  accordance  with  the  authority 
conferred  by  this  order,  an  announcement  was  made  in  refer- 
ence to  credit  for  work  done  outside  of  school  in  Bible  study 
and  music.  The  work  offered  for  credit  must  have  been 
taken  in  some  Bible  course  offered  by  the  pastor  of  any  of 
the  churches  in  Salina  or  in  the  Young  Men's  Christian 
Association  of  the  city  with  an  approved  teacher.  The 
courses  offered  must  have  been  approved  both  as  to  content 
and  extent  by  the  superintendent  of  public  schools  and  the 
principal  of  the  high  school. 

A  committee  consisting  of  the  superintendent  of  public 
schools,  the  principal  of  the  high  school,  a  member  appointed 
by  the  board  of  education,  and  two  members  appointed  by 
the  Ministerial  Union  of  Salina,  is  authorized  to  pass  upon 
the  qualifications  of  teachers  who  may  be  assigned  to  teach 
Bible  study  courses  which  are  intended  to  qualify  high  school 
students  to  offer  the  same  for  credit.  The  teachers  of  these 
classes  must  conform  approximately  to  the  recognized 
standard  for  high  school  teachers. 

A  student  enrolled  in  these  classes  is  required  to  conform 
to  the  high  school  standards  concerning  attendance,  deport- 
ment, general  attitude,  and  character  of  work  done  and  to 
present  a  certificate  signed  by  his  teacher  and  counter- 
signed by  his  pastor  indicating  the  time  devoted  to  prepa- 
ration of  lessons  and  to  class  recitations. 

The  examinations  are  conducted  by  a  disinterested  stu- 
dent of  the  Bible  named  by  the  superintendent  of  schools. 
One  and  one  half  credit  toward  graduation  may  be 
earned. 

For  the  year  1915-1916  any  one  of  three  courses  might 
be  offered : 


106         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

1.  The  study  of  How  We  Got  Our  Bible,  by  J.  P.  Smyth. 

2.  The  course  given  in  the  Colorado  Plan. 

3.  The  course  given  in  the  North  Dakota  Plan. 

As  early  as  1914,  credit  for  Bible  study  was  given  by  the 
high  school  at  Olathe,  Kansas.  Sunday  school  work  meet- 
ing the  requirements  through  the  four  years  of  the  high 
school  course  receives  the  credit  of  any  elective  for  one  year, 
or,  in  other  words,  constitutes  one  of  the  sixteen  units 
necessary  for  graduation. 

Students  seeking  the  credit  must  be  regularly  enrolled 
students  of  the  high  school.  For  each  pupil  seeking  credit 
certificates  of  attendance  and  study  must  be  made  by  the 
Sunday  school  superintendent  to  the  city  superintendent 
of  schools  before  the  semester  examinations.  No  one  who 
has  not  at  least  a  credit  of  ninety  per  cent  on  Sunday  school 
attendance  is  permitted  to  take  the  examination.  Attend- 
ance at  Sunday  school  counts  ten  points,  preparation  and 
recitation  of  lessons  counts  ten  points,  and  attendance  at 
preaching  service  counts  ten  points.  The  record  of  these 
three  counts  is  kept  by  the  Sunday  schools.  The  examina- 
tion given  by  the  high  school  authorities  at  the  close  of  each 
high  school  semester  counts  seventy  points,  making  a  total 
of  one  hundred  points. 

The  attendance,  study,  and  recitation  record,  together 
with  the  semester  examination,  must  make  at  least  seventy- 
five  per  cent,  which  is  entered  upon  the  records  of  the  high 
school  each  year  as  a  credit  equal  to  one  fourth  year's  work 
in  any  elective  in  the  high  school  course.  It  is  provided 
that  the  examination  shall  be  nonsectarian.  The  questions 
are  prepared  by  a  committee  representative  of  both  the 
various  Sunday  schools  giving  the  credit  work  and  the  high 
school  authorities,  and  are  based  upon  the  International 
Sunday  School  Lessons.  At  least  two  Sunday  schools 
must  have  representatives  present  at  the  time  of  making  out 


ADAPTATIONS  IN  CENTRAL  STATES  107 

the  questions.  The  examinations  are  held  at  the  close  of 
each  half  year  and  are  given  by  the  high  school  authorities. 

In  the  city  of  Newton,  one  credit  out  of  the  sixteen 
required  for  graduation  may  be  granted  for  systematic  and 
definite  study  of  the  Bible  conducted  outside  of  the  public 
schools,  one  fourth  for  each  year.  The  applicant  for  such 
credit  must  submit  a  certificate  of  at  least  ninety  per  cent 
of  attendance,  must  take  an  examination  given  or  authorized 
by  the  public  school,  and  must  submit  such  other  evidence 
as  the  school  may  require. 

The  Abilene  board  of  education  has  not  yet  finally  passed 
upon  the  matter  of  extending  credit  for  Bible  study,  but  the 
superintendent  of  the  city  schools,  W.  A.  Stacey,  is  said  to 
be  favorable  to  the  plan.  J.  H.  Engle,  general  secretary  of 
the  Kansas  Sunday  School  Association,  who  is  nevertheless 
teaching  such  a  class  in  his  own  Sunday  school,  wrote  on 
December  28,  1915,  that  he  had  no  doubt  that  a  favorable 
vote  by  the  board  would  be  unanimously  given  before  the 
year's  work  was  concluded.  He  said  the  following  require- 
ments had  been  definitely  stipulated: 

1.  A  full  period  for  recitation,  —  sixty  minutes. 

2.  A  separate  room. 

3.  A  teacher  of  college  grade  having  had  special  prepara- 

tion in  Bible  study. 

4.  A  high  per  cent  of  attendance  and  approved  note- 

book work. 

5.  An  oral  quiz  or  a  written  test  equivalent  to  examinations 

given  in  high  school. 

Superintendent  Charles  A.  Wagner  of  the  public  schools  of 
Junction  City,  where,  as  previously  noted,  the  school  author- 
ities have  arrived  at  the  conclusion  that  a  serious  and  thorough 
study  of  singing  or  the  playing  of  any  musical  instrument  is 
as  truly  a  part  of  education  as  any  regular  school  subject, 


108         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

wrote  on  February  29,  1916 :  "I  am  ready  to  give  credit  for 
Bible  study  when  we  can  be  assured  that  teachers  of  high 
school  grade  —  college  graduates  —  are  the  only  ones  allowed 
to  give  instruction.  I  am  not  clear  in  my  own  mind  on  one 
point, — the  giving  of  extra  credit  to  a  pupil  who  is  just  passing 
in  his  work  or  a  pupil  who  is  failing  to  carry  his  regular  work. 
For  the  credit  to  the  strong  student  I  am  in  hearty  accord." 

At  Hiawatha  the  Bible  is  taught  in  the  high  school  as  the 
equivalent  of  a  former  course  in  English. 

For  a  statement  relative  to  the  activity  for  a  state-wide 
plan  for  Kansas  see  the  next  chapter. 

IOWA 

In  Iowa  the  plan  of  giving  high  school  credit  for  outside 
Bible  study  was  adopted  in  the  independent  school  district 
of  Des  Moines  in  1915.  In  each  of  the  three  high  schools 
there  is  one  class  for  girls  and  one  class  for  boys. 

The  teaching  is  done  by  regular  high  school  teachers  as- 
signed for  the  purpose,  who  serve  in  this  capacity  without  ad- 
ditional compensation.  The  classes  recite  after  school  hours 
in  the  school  building  for  a  period  of  fifty  minutes.  One  fifth 
of  a  unit  of  credit  is  offered  for  work  done  in  these  courses. 
The  same  credit  is  given  the  pupils  taking  Bible  study  as  is 
given  for  debating,  literary  work,  glee  club,  orchestra,  etc., 
when  the  same  amount  of  time  is  devoted  to  the  subject. 
The  work  is  entirely  elective.  Students  may  elect  Bible 
study  for  one  hour  each  week. 

Z.  C.  Thornburg,  the  city  superintendent  of  schools,  wrote 
on  January  19,  1916,  that  practically  all  the  Protestant  de- 
nominations are  represented  in  the  work  and  that  no  ob- 
jections had  been  raised  by  the  Catholic  church. 

At  Corning,  Bible  study  has  been  put  into  the  high  school 
curriculum  as  an  elective  by  the  board  of  education  at  the  in- 
stigation of  Superintendent  of  Schools  Paul  C.  Skorupinski. 


ADAPTATIONS  IN  CENTRAL  STATES  109 

Instruction  may  be  given  by  the  pastors  in  the  Sunday 
schools  or  wherever  they  may  see  fit.  During  1915-1916 
three  classes  were  conducted  by  three  pastors,  all  of  whom  were 
college  graduates.  One  class  was  connected  with  a  Sunday 
school  and  the  other  two  were  conducted  as  evening  classes. 
The  instructors  are  required  to  measure  up  to  the  educational 
standards  of  preparation  required  of  high  school  teachers. 

Forty-four  of  the  total  enrollment  of  two  hundred  and 
twelve  in  the  high  school  were  registered  in  the  Bible  study 
classes  for  credit.  It  is  planned  to  offer  the  course  as  a 
regular  elective  to  be  taught  by  one  of  the  teachers  in  the 
English  department  of  the  high  school. 

For  this  work  a  student  may  receive  credit  toward  grad- 
uation, one  credit  for  sixty  hours  of  recitation  and  two 
credits  for  one  hundred  and  twenty  hours.  Not  more  than 
two  such  credits  may  be  so  applied  toward  graduation,  and 
not  more  than  two  hours  of  such  recitation  per  week  is  per- 
mitted. Credit  is  not  applied  until  a  satisfactory  examina- 
tion has  been  passed.  The  instructors  are  required  to  make 
regular  six-weeks  reports  of  attendance  and  scholarship  to 
the  city  superintendent  of  schools. 

The  textbook  to  be  used  is  Sanders'  History  of  the  Hebrews. 
Textbooks  are  loaned  free  of  charge  in  accordance  with  the 
local  free  textbook  plan. 

Superintendent  Skorupinski  wrote  :  "It  is  needless  to  say 
that  I  believe  in  the  work,  that  the  pastors  and  students 
believe  in  it,  and  that  we  are  all  thoroughly  enthusiastic 
about  it.    Attendance  at  the  evening  classes  is  almost  perfect." l 

Credit  is  also  given  for  Bible  study  by  the  school  author- 
ities in  nine  or  ten  other  cities  in  Iowa.  Indianola,  under 
the  supervision  of  Superintendent  of  Schools  O.  E.  Smith, 
has  done  a  certain  amount  of  religious  work. 

1  Educational  Administration  and  Supervision  Magazine,  September,  1916, 
page  473. 


110         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

In  July,  1915,  the  State  Teachers'  Association,  of  which 
Superintendent  Smith  is  secretary,  appointed  a  committee 
on  "School  Credits  for  Bible,  Religious  Instruction,  and 
Moral  Training."  On  the  advice  of  the  State  Department 
of  Education,  this  committee  simply  made  a  preliminary 
report  to  the  Educational  Council  in  November,  1915,  and 
asked  for  an  extension  of  time  for  further  investigation. 

The  committee,  of  which  Dr.  Arthur  E.  Bennett,  dean  of 
Highland  Park  College,  was  chairman,  made  a  report  to  the 
Council  on  November  2, 1916.  It  recommended  that  accred- 
ited secondary  schools  grant  credit  for  Bible  study  following 
a  syllabus  based  upon  outlines  already  offered  in  other  states. 

A  committee  on  Bible  study  is  to  be  appointed  by  the  presi- 
dent of  the  State  Teachers'  Association.  It  is  to  be  composed 
of  three  well-known  educators  of  the  state  who  are  recognized 
as  proficient  in  Bible  history  or  Bible  literature,  one  of  whom 
is  a  teacher  in  a  Roman  Catholic  college,  academy,  or  high 
school  and  an  adherent  of  the  Roman  Catholic  faith. 

Provision  is  to  be  made  for  not  to  exceed  four  half-unit 
courses  in  Bible  history  and  literature.  After  such  courses 
have  been  approved  by  the  Board  on  Secondary  School  Rela- 
tions of  the  State  Board  of  Education,  they  are  to  be  offered  to 
the  secondary  schools,  Bible  schools,  and  churches  of  the  state. 

The  Bible  study  may  be  pursued  outside  of  the  secondary 
school,  or  such  school  desiring  to  follow  the  syllabus  in  giving 
regular  courses  in  Bible  study  may  do  so,  granting  credit 
in  the  usual  way. 

The  Sunday  school,  church,  or  other  organization  desiring 
to  offer  such  courses  for  credit  must  meet  the  standards 
demanded  of  accredited  schools  by  the  State  Board  of  Ed- 
ucation in  regard  to  qualifications  of  teachers,  library  equip- 
ment for  this  subject,  length  of  recitation  periods,  and 
definition  of  a  unit.  It  is  recommended  that  no  credit  be 
granted  for  work  done  in  this  way  unless  the  conditions  under 


ADAPTATIONS  IN  CENTRAL  STATES  111 

which  such  work  is  carried  forward  have  been  approved  by 
an  inspector  of  the  State  Board  of  Education. 

It  is  further  recommended  that  credit  not  to  exceed  a  total 
of  two  units  and  not  to  exceed  one  half  unit  for  any  one 
student  in  any  one  year  be  granted  for  work  not  done  under 
conditions  approved  as  above,  provided  the  applicant  for 
credit,  a  regular  student  in  the  secondary  school  in  which 
credit  is  sought,  gives  evidence  by  examination  of  proficiency 
in  the  history  and  literature  of  the  Bible. 

The  committee  on  Bible  study  is  to  submit  to  the  Inspector  of 
Schools  of  the  State  Board  of  Education,  not  later  than  May 
first  of  each  year,  lists  of  examination  questions  covering  the 
half-unit  courses  which  may  be  in  use  in  the  state  in  that  year. 

If  any  accredited  secondary  school  desires  to  give  its 
students  opportunity  to  receive  credit  for  work  in  Bible 
study  not  done  under  the  approved  conditions,  it  may  apply 
to  the  Inspector  of  the  State  Board  of  Education  for  the 
proper  list  or  lists  of  examination  questions  and  may  conduct 
examinations  for  credit  in  Bible  study  on  the  day  set  by  the 
Inspector  for  the  uniform  college  entrance  examination  of 
graduates  of  accredited  schools,  and  under  the  conditions 
fixed  for  such  examinations.  The  papers  are  to  be  read 
under  the  direction  of  the  principal  of  the  school  in  which 
credit  is  sought,  and  credit  granted  or  withheld  as  the  results 
of  the  examination  may  warrant. 

The  expense  of  printing  and  circulating  the  syllabi,  out- 
lines, and  lists  of  examination  questions  as  may  be  authorized 
by  the  Association  is  to  be  borne  by  the  Association.  The 
Association  is  also  to  bear  the  necessary  expense  for  not  more 
than  two  meetings  annually  of  the  committee. 

In  its  report  the  committee  says,  "If  a  teacher  gives  credit 
for  doing  chores  at  home,  why  not  do  so  for  *  doing  a  good  turn ' 
to  some  one  ?  If  credit  be  given  for  worthy  endeavor,  then 
going  to  church  and  to  Sabbath  school,  singing  in  the  chorus, 


112         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

participation  in  the  Easter  exercises,  and  the  public  reading  on 
Thanksgiving  Day  should  receive  consideration.  Everything 
which  affects  developing  life  wholesomely  should  be  regarded. 
In  such  a  system  of  credits  the  work  of  the  church  school  is 
entitled  to  recognition  in  evaluating  the  merits  of  the  child. 
Bible  stories,  narratives,  psalms,  orations,  and  essays  wherever 
acquired  are  among  the  worthiest  furnishings  of  the  mind."  l 

Concerning  Bible  instruction  in  the  church  schools  the 
committee  said  that  it  "is  being  put  upon  a  graded  system, 
teachers  are  being  selected  and  trained  with  reference  to  their 
personality,  aptitudes,  and  knowledge,  so  that  the  parochial 
schools  and  Sunday  schools  are  doing  better  work  in  religious 
instruction  than  ever  before.  The  organized  adult  and  senior 
Bible  classes  are  pursuing  systematic  study  with  enthusiasm. 
In  many  churches  classes  convene  in  mid-week  courses  for  a 
fuller  and  deeper  study  of  selected  portions."  2 

The  Iowa  Religious  Educational  Association  also  has  ap- 
pointed a  committee  on  the  subject. 

MICHIGAN 

The  North  Dakota  plan  has  been  adopted  in  several  schools 
in  Michigan,  notably  at  Grand  Rapids.  The  matter  has  been 
placed  before  the  State  Teachers'  Association  by  the  State 
Sunday  School  Association  and  has  also  been  laid  before  the 
State  Superintendent  of  Public  Instruction.  It  is  expected  to 
be  acted  upon  favorably  by  the  State  Teachers'  Association. 

At  Grand  Rapids  the  Central  High  School  has  offered  to 
give  credit  toward  graduation  for  Bible  study  done  outside 
of  the  school.  Forty-nine  students  were  given  credit  in 
1915.  During  the  school  year  1915-1916,  twenty-six  boys 
and  forty-six  girls  were  working  for  such  credit.  This  does 
not  indicate  the  large  number  who  were  enrolled  in  classes 
doing  the  grade  of  work  demanded  for  the  credit.  There 
1  Report,  page  5.  2  Ibid.,  page  5. 


ADAPTATIONS  IN  CENTRAL  STATES  113 

are  eight  classes  in  as  many  of  the  largest  churches  of  the 
city,  which  are  organized  definitely  for  the  purpose  of  carrying 
on  study  that  will  be  acceptable  for  credit  in  the  high  school. 

As  at  Topeka  and  Salina,  Kansas,  a  resolution  was  adopted 
by  the  local  board  of  education  at  Grand  Rapids  offering 
credit  for  certain  activities  carried  on  outside  of  school. 
This  included  the  study  of  music  and  other  subjects,  as  well 
as  Bible  study  in  the  church  schools.  The  superintendent 
and  principals  of  the  high  schools  then  let  it  be  known 
that  if  the  Sunday  school  superintendents  or  teachers  would 
submit  a  course  of  study  to  the  high  school  principal  for 
approval,  students  might  pursue  these  courses  with  the 
understanding  that  credit  would  be  given  at  the  end  of 
twenty  weeks,  after  a  satisfactory  examination  had  been 
passed.  The  examination  paper  is  submitted  to  the  high 
school  principal  for  approval  as  to  its  pedagogical  value. 

Superintendent  Jesse  B.  Davis  wrote  on  December  22, 1915  : 
"So  far  this  plan  has  worked  very  satisfactorily,  and  credit 
has  been  granted  to  a  large  number  of  high  school  students. 
No  general  action  was  taken  by  organizations  of  teachers  or 
Sunday  school  workers,  and  we  have  had  no  opposition." 

NEBRASKA 

The  question  has  been  agitated  in  the  County  Sunday 
School  Associations  in  Nebraska,  and  local  plans  have  been 
worked  out.  The  school  districts  in  this  state  are  a  law 
unto  themselves  regarding  their  course  of  study,  aside  from 
the  obligation  to  meet  the  state  regulations  for  the  accredited 
high  schools.  The  plan  was  adopted  at  Falls  City  in  1914 
and  at  Pawnee  City  and  Tecumseh  in  September,  1915. 

At  Pawnee  City  credit  is  given  for  the  regular  Interna- 
tional Sunday  School  Lessons,  with  supplementary  lessons 
from  the  Bible.  The  Bible  is  the  only  textbook  required, 
and  the  course  is  purely  elective.    The  time  needed  to  com- 


114         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

plete  the  course  is  four  years.  The  recitations  are  required 
to  be  thirty  minutes  long,  with  twice  that  time  devoted  to 
preparation,  the  same  as  with  any  other  high  school  subject. 
Two  credits  may  be  earned  during  the  whole  high  school 
course  for  Bible  study,  one  half  credit  a  year. 

Any  high  school  student  or  any  student  who  has  completed 
the  eighth  grade  and  intends  to  enter  the  high  school  may 
enroll  with  the  superintendent  of  the  Sunday  school  where  the 
work  is  to  be  taken,  at  the  beginning  of  any  quarter ;  that 
is,  on  the  first  Sunday  of  July,  October,  January,  or  April. 
All  such  enrollments  are  reported  to  the  city  superintendent 
of  schools  at  the  time  of  entrance,  and  a  report  of  subse- 
quent attendance  is  made  at  the  end  of  each  quarter. 

The  student,  in  order  to  receive  credit,  must  pass  an  exami- 
nation given  by  the  superintendent  of  schools,  who  furnishes 
each  school  undertaking  the  work  a  brief  outline  of  the  work  to 
be  covered  during  the  ensuing  quarter.  A  very  brief  syllabus 
to  guide  the  students  is  provided,  which  is  as  follows : 

1.  Text.    The  Bible,  together  with  such  helps  as  the 

Sabbath  school  may  furnish. 

2.  Geography.     Bible   lands   in   general.     Unmistakable 

facts  about  the  topography  of  Palestine. 

3.  Old  Testament  History.    The  chief  narratives.     Fifty 

famous  stories,  and  a  brief  outline  of  Hebrew  history. 

4.  New  Testament   history.    Leading   facts   concerning 

the  life  of  Christ,  and  the  history  of  the  early  church 
as  found  in  the  Acts  of  the  Apostles. 

5.  Literature.  Selections  from  the  Old  and  New  Testaments. 

6.  General.     Names  of  the  books  of  the  Old  and  New 

Testaments,  with  memory  passages  from  each. 
The  Tecumseh  high  school  offers  to  give  one  credit  for 
the  satisfactory  completion  of  a  Bible  study  course  given 
under  the  direction  of  any  church  or  Sunday  school  which 
shall  meet  the  following  conditions : 


ADAPTATIONS  IN  CENTRAL  STATES  115 

1.  The  course  shall  consist  of  ninety  lessons  and  shall  be 

based  on  the  North  Dakota  official  syllabus  of  Bible 
study  for  high  school  students. 

2.  The  class  periods  shall  not  be  less  than  forty  minutes. 

3.  A  record  of  attendance  shall  be  kept,  and  pupils  apply- 

ing for  credit  shall  have  attended  not  less  than 
seventy-two  periods. 

4.  Proficiency  of  the  pupil  applying  for  credit  shall  be 

determined  by  a  final  examination  which  shall  be  the 
examination  given  by  the  North  Dakota  Board  of 
Examiners,  and  a  grade  of  not  less  than  seventy- 
five  per  cent  shall  be  attained,  to  receive  credit. 

5.  Teachers  to  conduct  these  classes  shall  be  approved  by 

the  ministers  of  the  respective  churches  under  whose 
auspices  they  are  organized,  and  by  the  city  superin- 
tendent of  schools. 

6.  Where  these  classes  are  conducted  in  conjunction  with 

a  Sunday  school  they  shall,  if  possible,  be  given  sepa- 
rate classrooms  for  their  work,  that  it  may  be  as 
effective  as  possible. 

V.  L.  Strickland,  superintendent  of  the  Tecumseh  public 
schools,  wrote  on  January  26,  1916 :  "The  plan  seems  to  be 
working  fairly  well.  Three  different  churches  have  organ- 
ized classes.  While  the  Catholics  have  not  yet  organized 
a  class,  the  scheme  has  the  priests'  hearty  approval.  There 
seems  to  be  little  possibility  of  legal  complications  and  we 
have  had  none.  Falls  City  and  Pawnee  City  of  this  state 
are  working  the  same  idea  out  in  a  little  different  way." 

At  Falls  City,  pupils  in  the  high  school  may  take  up 
Bible  study  for  credit  privately  or  under  the  supervision  of 
any  one  of  the  teachers  of  the  city  without  regard  to  creed. 
In  1914  thirty  pupils  were  enrolled  in  the  course,  for  which 
one  full  credit  is  allowed  each  semester. 

Schoolmen  in  a  number  of  other  places  in  the  state  are  becom- 


116         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

ing  interested  in  the  matter.  Superintendent  Strickland  wrote 
that  he  had  inquiries  about  the  plan  from  a  number  of  schools. 
State  Superintendent  A.  O.  Thomas  wrote  on  March  23, 
1916:  "In  some  of  the  high  schools  in  our  state,  credit  for 
Bible  study  in  Sunday  school  and  church  is  given  if  the 
teachers  are  approved  by  the  superintendent  of  the  city 
schools,  and  if  certain  lessons  are  followed  and  certain  study 
is  given  to  the  lesson ;  the  Sunday  school  or  church  certifying 
the  course  to  the  public  schools,  and  the  same  becoming  a  part 
of  the  public  records.  ...  I  believe  that  the  plan  is  good 
and  the  same  may  be  worked  out  without  religious  prejudice, 
and  to  the  benefit  of  all  young  people." 

MINNESOTA 

The  matter  was  taken  up  on  April  17,  1914,  at  a  conven- 
tion of  the  Minnesota  State  Sunday  School  Association.  It 
was  proposed  that  a  commission  from  that  association  co- 
operate with  a  similar  commission  from  the  State  Educational 
Association  in  a  consideration  of  the  whole  question  of  the 
cooperation  of  church,  home,  and  public  school,  with  a  view  to 
evolving  an  educational  program  that  would  provide  for  the 
development  of  the  whole  personality.  Professor  Luther  A. 
Weigle,  then  dean  of  Carleton  College  at  Northfield,  but  now 
Horace  Bushnell  Professor  of  Christian  Nurture  at  the  Yale 
School  of  Religion,  was  appointed  chairman  of  the  commis- 
sion appointed  by  the  Sunday  School  Association.  The  sub- 
ject was  presented  to  the  Conference  of  the  Educational 
Association  during  the  absence  both  of  Dean  Weigle,  who 
was  absent  on  sabbatical  furlough,  and  of  General  Secretary 
A.  M.  Locker  of  the  Sunday  School  Association.  The  Edu- 
cational Association  was  at  that  time  in  control  of  members 
either  unfamiliar  with  the  idea  or  unsympathetic  to  it,  and  it 
was  not  voted  upon.  Those  interested  are  waiting  for  a  better 
opportunity  to  present  the  matter  again  in  a  different  form. 


CHAPTER  EIGHT 

A  Kansas  Proposal 

WE  saw  in  the  previous  chapter  that  several  represent- 
ative communities  in  the  state  of  Kansas  are  giving 
public  school  credit  for  outside  Bible  study.  Commissions 
from  educational  and  religious  associations  are  also  endeav- 
oring to  work  out  a  uniform  course  for  the  high  schools  of 
the  state  that  desire  to  offer  credit  for  Bible  study. 

At  the  session  of  the  Kansas  State  Teachers'  Association 
in  the  fall  of  1914,  the  following  resolution  was  passed: 
"We  wish  to  commend  the  giving  of  high  school  credit  for 
the  study  of  the  Bible  outside  of  the  school  under  competent 
teachers;  and  to  promote  and  standardize  such  work,  we 
recommend  the  appointment  of  a  committee  of  five  from 
this  association." 

The  committee  appointed  pursuant  to  this  resolution 
was  composed  of  Professor  Raymond  A.  Schwegler  of  the 
School  of  Education  in  the  University  of  Kansas  at  Lawrence, 
as  chairman,  Superintendent  H.  B.  Wilson  of  the  Topeka 
schools,  Superintendent  W.  S.  Heusner  of  Salina,  and  other 
leading  educators  of  the  state.  This  committee  collaborated 
with  another  committee  representing  the  State  Sunday 
School  Association,  whose  chairman  is  Rev.  E.  E.  Stauffer 
of  Lawrence,  appointed  in  May,  1915. 

The  attempt  is  being  made  to  arrive  at  a  common  under- 
standing as  to  courses,  credits,  and  academic  requirements 
on  a  basis  satisfactory  to  the  State  University  and  the  other 
colleges,  so  that  the  credits  earned  for  Bible  study  during 
the  high  school  course  will  be  acceptable  for  entrance  in 
all  the  higher  institutions  of  learning  in  the  state. 

Professor  Schwegler,  as  chairman  of  the  committee  from 
the   State   Teachers'  Association,  undertook   the   work  of 

117 


118         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

formulating  a  plan.  He  began  the  preparation  of  an  outline 
course  of  one  hundred  and  sixty  topics  or  lessons  covering  the 
history  of  Bible  literature,  Bible  geography,  and  the  political 
and  ethnological  background  of  the  Bible,  with  representative 
selections  from  as  many  of  the  books  as  possible.  Professor 
Vandervelt  of  Emporia  College  later  took  over  the  task  and 
expected  to  have  the  course  completed  in  1916. 

It  is  proposed  to  recommend  this  course,  or  one  like  it, 
to  the  high  schools  of  the  state  for  acceptance  as  the  equiva- 
lent of  one  sixteenth  of  a  full  high  school  course.  The  de- 
tails of  the  administration  of  the  course  will  remain  to  be 
worked  out.  It  is  expected  that  the  committee  will  report 
soon  and  that  the  plan  will  be  put  into  effect  at  once. 

Dr.  John  W.  Good  of  the  State  Agricultural  College  at 
Manhattan,  as  secretary  of  the  committee  on  education 
from  the  State  Sunday  School  Association,  made  a  thorough 
study  of  the  various  plans  being  tried  or  considered  in  the 
different  states,  and  organized  into  a  detailed  outline  points 
for  consideration  to  serve  as  a  suggestion  to  the  committee 
in  formulating  a  workable  plan  for  the  state.  Dr.  Good's 
report,  dated  September  28,  1914,  was  submitted  to  the 
committee  from  the  State  Teachers'  Association. 

Dr.  Good's  plan  provided  that  the  high  schools,  normal 
training  schools,  colleges,  and  universities  supported  by 
the  public  school  money  of  the  state  should  recognize  for 
credit,  as  electives  toward  graduation  from  their  respective 
courses,  certain  completed  courses  of  Bible  study  pursued 
in  the  Sunday  schools  of  the  state. 

The  basis  of  this  closer  cooperation  would  be  a  series  of  Bible 
courses  of  study  to  be  adopted  as  elective  studies  in  the  local 
high  schools,  covering  the  Sunday  school  work  of  the  student 
during  his  four  years  in  the  high  school.  These  courses 
would  be  given  in  the  Hebrew,  Catholic,  and  Protestant 
churches  as  an  integral  part  of  their  respective  Sunday  school 


A  KANSAS  PROPOSAL  119 

work,  at  the  regular  hour  for  such  work  wherever  possible, 
and  under  the  instruction  of  teachers  who  had  fully  met  all  the 
qualifications  stipulated.  Upon  the  completion  of  any  one  of 
the  courses  of  Bible  study,  under  the  conditions  specified  in 
the  plan  of  cooperation,  the  student  would  receive  credit 
thereon  as  an  elective  toward  graduation  from  high  school. 

CENTRAL  SUPERVISION   PROPOSED 

Dr.  Good  proposed  that  the  central  supervision  of  the 
matter  of  high  school  credit  for  outside  Bible  study  be 
vested  in  a  committee  of  nine  members,  three  representing 
the  State  Board  of  Education,  appointed  by  the  State 
Superintendent  of  Public  Instruction,  three  members  repre- 
senting the  State  Teachers'  Association,  appointed  by  that 
body,  and  three  members  representing  the  State  Sunday 
School  Association,  appointed  by  the  Executive  Committee 
of  that  association. 

This  Central  Committee,  as  proposed  by  Dr.  Good, 
would  hold  an  annual  meeting  at  the  same  time  and  place  as 
the  State  Teachers'  Association.  It  would  approve  a  suit- 
able syllabus  for  Bible  study  in  the  Sunday  schools  and 
other  church  schools  of  the  state  as  a  basis  for  high  school 
credit.  To  all  high  school  pupils  who  have  completed  the 
course  of  Bible  study,  it  would  prepare  and  submit,  upon 
application,  examinations  for  high  school  credit  in  that 
work.  It  would  also  provide  for  the  grading  of  all  exami- 
nation papers  upon  the  syllabus  submitted  for  such  credit, 
and  for  the  transmission  of  all  grades  to  the  proper  high 
school  officials,  who  would  report  the  same  to  the  individual 
pupils.  The  committee  would  also  issue  "Certificates  of 
Qualification,"  good  for  three  years,  to  all  teachers  who 
wished  to  give  instruction  in  high  school  credit  Bible  courses, 
upon  satisfactory  evidence  of  their  fitness  for  giving  such 
instruction. 


120         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

The  local  high  school  board  would  approve  and  certify, 
from  the  standpoint  of  academic  qualifications  alone,  upon 
reasonable  assurance  of  fitness  for  such  work,  those  who 
should  give  instruction  for  high  school  credit  in  the  courses 
outlined  in  the  syllabus  for  Bible  study.  The  election  of 
any  teacher  to  a  position  in  the  high  school  would  qualify 
such  teacher  academically  for  teaching  the  Bible  credit 
work  and  would  entitle  the  teacher  to  a  certificate  to  that 
effect  from  the  high  school  board.  For  others  than  high 
school  teachers  in  actual  service,  a  recommendation  from 
the  high  school  board  would  be  required  as  to  general 
academic  fitness.  For  all  teachers  of  these  courses,  a  "Cer- 
tificate of  Appro val"  from  the  local  church  authorities 
where  the  class  is  to  be  conducted  would  be  required,  to  be 
countersigned  by  the  superintendent  of  schools  or  the  prin- 
cipal of  the  high  school. 

The  approved  courses  of  Bible  study  would  become  a 
part  of  the  elective  courses  of  the  high  school.  The  high 
school  board  would  approve,  upon  motion  of  the  local 
Sunday  schools,  or  any  other  properly  constituted  local 
church  authority,  the  syllabus  prescribed  by  the  Central 
Committee,  as  an  elective  study,  and  recognize  for  credit 
toward  graduation  from  the  high  school,  under  the  rules 
governing  elective  studies,  all  the  Bible  courses  that  had  been 
satisfactorily  completed  under  the  provisions  of  the  Bible 
credit  plan. 

The  high  school  board  would  be  called  upon  to  extend  the 
application  of  the  regular  rules  and  regulations  of  the  high 
school,  so  as  to  make  them  include  and  cover  the  conduct 
of  classwork  in  Bible  credit  courses,  as  far  as  such  appli- 
cation affects  the  standardization  of  high  school  instruction 
involved  in  giving  such  courses.  No  special  legislation  of 
a  nature  to  handicap  the  work  of  any  local  Sunday  school 
or  to  interfere  with  the  religious  training  peculiar  to  any 


A  KANSAS  PROPOSAL  121 

sectarian  organization  would  be  allowed  to  be  imposed  by 
the  high  school  board. 

As  far  as  these  Bible  credit  courses  are  to  be  regarded  as 
high  school  elective  studies,  they  would  come  under  the 
authoritative  supervision  of  the  high  school  officials.  Such 
supervision  would  involve  only  the  voluntary  Sunday  serv- 
ices of  the  supervisor.  Such  supervision  would  be  limited 
to  that  alone  which  would  be,  in  the  best  judgment  of  the 
supervisor,  constructive  toward  the  academic  standards 
and  the  religious  training  desired. 

It  would  become  the  particular  duty  of  the  high  school 
superintendent  or  principal  to  receive  and  transmit,  properly 
countersigned,  all  teachers'  Certificates  of  Qualification  for 
teaching  the  high  school  Bible  credit  courses.  This  official 
would  confer  with  the  educational  leaders  of  the  Sunday 
schools  and  churches  as  to  the  conditions  under  which  the 
Bible  credit  courses  might  be  pursued  toward  high  school 
credit,  and  would  cooperate  impartially  with  the  Sunday 
schools  and  churches  in  the  matter  of  opening  Bible  credit 
classes,  in  so  far  as  such  cooperation  involved  the  interests 
of  the  high  school  and  its  pupils.  However,  the  respon- 
sibility of  having  or  not  having  Bible  credit  classes  would 
rest  entirely  upon  the  Sunday  schools  and  churches. 

This  latter  provision  would  not,  however,  be  understood 
as  in  the  least  impairing  the  privileges  of  any  superintendent 
of  the  local  high  school  respecting  a  just  and  voluntary  in- 
sistence upon  Sunday  schools  and  churches  availing  them- 
selves fully  of  the  opportunity  offered  in  these  provisions 
for  Bible  study  classes,  or  as  denying  to  him  the  privileges 
of  rendering  liberal  voluntary  assistance  in  the  opening  of 
such  classes  and  of  undertaking  such  aggressive  community 
plans  in  the  field  of  religious  education  as  might  look  toward 
the  more  efficient  work  in  such  Bible  credit  classes. 

It  would  be  the  duty  of  the  superintendent  or  high  school 


122         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

principal  to  see  that  all  rules  and  regulations  of  the  school 
relative  to  elective  studies,  assignments,  reports,  conduct  of 
classes,  examinations,  and  of  these  provisions  for  high  school 
Bible  credit  generally,  were  faithfully  complied  with  by  the 
students  and  teachers,  as  far  as  such  supervision  is  necessary 
to  the  interests  of  the  high  school.  This  duty  is  not  to  be 
understood  to  impose  necessary  personal  visitation,  though 
it  is  suggested  that  no  better  voluntary  service  could  be 
rendered  by  the  superintendent  or  principal  of  the  high 
school  to  the  community  in  which  he  labors. 

It  would  be  incumbent  upon  the  high  school  superin- 
tendent or  principal  to  receive  and  transmit  promptly  all 
examination  papers  and  all  grades  that  came  into  his  hands 
in  connection  with  these  Bible  credit  courses.  The  student, 
in  each  case,  would  be  required  to  pay  the  postage  upon 
such  transmissions. 

Since  these  Bible  credit  courses  would  be  given  under 
the  immediate  direction  of  the  Sunday  schools  and  churches, 
the  latter  would  be  required  to  provide  separate  classrooms 
and  other  accommodations  necessary  for  the  successful 
working  of  each  class  pursuing  the  courses.  It  would  be 
their  duty  to  secure  the  services  of  suitable  teachers  for  the 
credit  classes,  they  to  be  careful  to  send  to  the  high  school 
superintendent  a  certificate  of  approval  for  each  teacher 
so  engaged,  and  to  observe  all  other  rules  with  regard  to 
the  qualifications  of  those  who  may  be  permitted  to  give 
such  instruction. 

It  would  be  the  further  duty  of  the  Sunday  schools  and 
churches  to  provide,  as  rapidly  as  possible,  the  necessary 
works  of  reference,  and  other  helps,  that  are  essential  to 
efficient  work  in  the  credit  courses.  It  would  be  permissible, 
however,  to  make  these  provisions  through  the  public 
library,  or  through  special  libraries,  where  there  are  such  in 
the  community. 


A  KANSAS  PROPOSAL  123 

The  Bible  alone  would  be  regarded  as  the  textbook  in 
all  the  courses  of  study,  but  there  would  be  perfect  liberty 
in  the  choice  of  any  particular  version  of  the  Bible  which 
any  local  church  might  desire  to  use.  This  liberty  would 
be  carefully  respected  both  in  giving  examination  questions 
and  in  grading  examination  papers. 

OUTLINE  OF  COURSES 

The  Biblical  materials  for  the  several  courses  of  study 
would  be  indicated  in  a  syllabus  of  Bible  study  for  high 
school  credit,  which  would  outline  or  prescribe  courses  in 
the  following  subjects : 

A-l.    The  Geography  of  the  Old  Testament. 

A-2.    The  Geography  of  the  New  Testament. 

B-l.     The  Great  Narratives  of  the  Old  Testament. 

B-2.     The  Life  and  Teachings  of  Christ. 

C-l.  The  Great  Men  and  Messages  of  the  Old  Testa- 
ment. 

C-2.  The  Great  Men  and  Messages  of  the  New  Testa- 
ment. 

D-l.     Outline  Study  of  Hebrew  History. 

D-2.    The  Biblical  History  of  the  Early  Church. 

E-l.  Great  Chapters  and  Memory  Passages  from  the 
Old  Testament. 

E-2.  Great  Chapters  and  Memory  Passages  from  the 
New  Testament. 

F-l.     The  Prophecies  in  Detail. 

F-2.     The  Four  Gospels  in  Comparison. 

G-l.     The  Law  of  the  Old  Testament. 

G-2.     The  Pauline  Letters  in  Detail. 

H-l.     The  Forms  and  Manners  of  Hebrew  Worship. 

H-2.     The  General  Epistles. 

The  completion  of  any  two  of  these  courses  would  be 
regarded  as  constituting  the  work  of  one  high  school  year  of 


124         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Bible  study.  The  choice  of  courses  would  be  left  to  the 
church  or  class,  but  it  is  suggested  that  something  would  be 
gained  in  unity  of  study  if  the  courses  were  taken  (a)  in 
the  pairs  indicated  by  the  letters  (AA,  etc.),  or  (6)  by  Testa- 
ments (A-l,  B-l,  etc.,  and  A-2,  B-2,  etc.). 

The  minimum  time  required  for  the  completion  of  any 
one  of  these  courses  would  be  one  recitation  per  week  for 
eighteen  weeks,  the  two  courses  requiring  the  full  high 
school  year  of  thirty-six  weeks.  The  lesson  assignment  for 
each  week  would  be  such  as  would  require  two  hours  of  study 
by  the  student  in  order  to  prepare  for  the  recitation. 

The  class  work  would  be  conducted  under  the  direction 
of  the  local  churches  of  the  community  in  connection  with 
their  regular  Sunday  school  work.  Provision  would  be 
made  for  a  full  class  period  of  equal  length  with  that  of  the 
local  high  school,  provided  that  in  no  case  the  Bible  study 
period  were  less  than  forty  minutes  of  actual  class  work. 

The  proposed  courses  of  study  to  be  outlined  in  the 
syllabus  of  Bible  study  would  be  formally  approved  by  the 
Central  Committee  and  be  adopted  by  the  local  high  school 
board  as  elective  courses  before  credit  thereon  would  be 
allowed. 

When  a  chosen  course  of  study  had  been  completed, 
under  the  provisions  of  this  credit  plan,  the  class  would  be 
entitled  to  take  the  examination  upon  the  course.  The 
privilege  of  taking  an  examination  for  high  school  credit 
would  be  conditioned  upon  the  student's  having  taken  at 
the  beginning  of  the  course  an  assignment  in  the  Bible 
course  as  an  elective  study  in  the  high  school. 

In  addition  to  class  work,  tests,  and  examination,  each 
student  would  be  required  to  prepare  a  theme  or  discussion 
upon  some  topic  connected  with  the  course  of  study  that  he 
was  pursuing,  which  should  be  submitted  in  good  form  to 
the  Central  Committee  with  his  examination  paper  on  the 


A  KANSAS  PROPOSAL  125 

course.  In  each  course  students  might  also  be  required  to 
keep  a  notebook  as  an  integral  part  of  the  work  of  the  course, 
which  at  the  close  of  the  course  would  be  submitted  to  the 
teacher  for  review  and  grading.  Students  would  always  be 
urged,  and  at  times  would  even  be  required,  to  make  a  liberal 
use  of  standard  works  of  reference,  such  as  standard  his- 
tories, dictionaries,  etc.,  where  such  use  is  important. 

Examinations  would  be  given  for  credit  only  upon  the 
student's  having  completed  a  chosen  course  of  study  as  set 
forth  in  the  syllabus,  and  all  examinations  would  be  further 
conditioned  upon  the  student's  having  complied  with  all 
the  requirements  of  the  Bible  credit  plan.  All  examination 
questions  would  be  provided  by  the  Central  Committee  in 
printed  form,  with  the  time  allowed  for  the  work  indicated, 
and  in  quantities  sufficient  to  supply  a  separate  copy  to  each 
participant  in  the  examination. 

EXAMINATION   ON  SUBJECT  MATTER   OF  BIBLE  ONLY 

All  examination  questions  would  regard  the  Bible  as  the 
only  textbook  and  would  search  for  the  student's  knowledge 
of  the  subject  matter  of  the  Bible  indicated  in  the  syllabus 
for  the  course  upon  which  the  examination  was  given,  and 
would  cover  the  subject  matter  of  the  course  in  a  fair  and 
just  way.  In  formulating  the  questions,  great  care  would 
be  exercised  to  avoid  every  appearance  of  sectarianism,  as 
well  as  all  matters  that  depend  entirely  upon  disputed 
theories,  and  all  questions  involving  the  issues  between 
"higher  critics"  and  conservatives.  Likewise  in  grading 
the  answers  to  examination  questions  great  care  would  be 
exercised  to  receive  at  full  value  any  accepted  system  of 
chronology,  any  historical  theory  of  interpretation,  and  any 
valid  materials  which  the  student  might  present  from  stand- 
ard works  of  reference  bearing  upon  the  materials  of  the 
course  under  consideration. 


126         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

All  examinations  would  be  conducted  by  the  instructor 
of  the  class,  unless  other  arrangements  satisfactory  to  the 
superintendent  or  principal  of  the  high  school  were  made, 
and  would  be  required  to  conform  to  the  rules  of  the  local 
high  school  as  far  as  such  rules  affected  the  conditions 
of  high  school  credit.  Examination  papers  would  be  written 
on  theme  paper  of  uniform  size  and  would  be  expected  to 
meet  the  standards  of  high  school  requirements  in  respect 
to  form,  neatness,  and  correctness  of  expression. 

The  requirement  that  examinations  should  be  given  for 
credit  only  upon  the  student's  having  completed  a  course 
would  not  prevent  the  instructor  of  the  class  from  giving 
written  tests  upon  the  work  of  the  class  as  often  as  he  deemed 
wise,  or  whenever  he  might  be  requested  to  do  so  by  the 
superintendent  or  principal  of  the  high  school.  To  all  such 
requests  the  instructor  would  be  required  to  render  to  the 
local  high  school  authorities  a  ready  and  cheerful  response. 

All  themes  required  in  connection  with  any  course  of 
study  would  be  subject  to  review  and  grading  by  the  Central 
Committee  and  would  be  forwarded  to  the  committee 
together  with  the  examination  paper  on  the  course  under 
which  the  theme  was  written. 

Each  course  of  study  outlined  in  the  syllabus  would  be 
reckoned  as  the  academic  basis  for  one  eighth  of  one  unit 
of  high  school  credit.  Thus  for  the  completion  of  two  such 
courses  of  Bible  study,  or  the  work  required  for  one  high 
school  year,  the  student  would  receive  one  fourth  of  one 
unit  of  credit,  and  for  four  such  years  of  Bible  study,  under 
the  provisions  of  this  credit  plan,  the  student  would  receive 
a  total  of  one  unit  of  credit,  which  should  count  toward  the 
thirty-two  units  necessary  for  his  graduation  from  the  high 
schools  of  the  state. 

In  a  discussion  of  the  educational  situation,  Dr.  Good 
says  in  his  report : 


A  KANSAS  PROPOSAL  127 

"The  public  schools  of  Kansas  may  not  teach  religion. 
The  public  school  money,  which  is  raised  by  common  taxa- 
tion, may  not  be  devoted  to  the  teaching  of  religion.  'But 
what  the  state  cannot  do  the  churches  can  do,  and  what  the 
state  schools  must  not  do,  the  church  schools  must  do; 
namely,  teach  morals  with  living  religious  motives  for  the 
welfare  of  individuals  and  the  stability  of  the  state.'  Ob- 
viously, again,  the  public  educational  system  of  the  state 
may  readily  receive,  as  a  free  gift  from  the  activities  of  reli- 
gious education,  that  vital  religious  foundation  for  moral 
training  which  the  public  schools  may  not  provide  for  their 
own  pupils. 

"In  order,  therefore,  to  promote  public  education  and  the 
general  moral  welfare  of  the  state  by  emphasizing  the  aca- 
demic values  of  Bible  study  and  the  basis  of  moral  training 
in  the  religious  education  of  the  youth  of  the  state  of  Kansas, 
it  shall  be  considered  wise  and  proper  to  establish  a  plan  of 
closer  cooperation  between  the  public  educational  work  of 
the  state  and  the  educational  work  in  the  Sunday  schools 
of  the  state." 


CHAPTER  NINE 

Adaptations  in  Western  States 

HIGH  school  credit  for  Bible  study  has  been  granted  in 
many  cities  of  the  far  western  states,  and  the  state 
departments  of  education  in  at  least  two  western  states  have 
indorsed  the  movement,  in  one  case  having  issued  a  syllabus 
and  in  the  other  having  committed  itself  to  such  a  course. 

WASHINGTON 

At  a  meeting  of  the  State  Board  of  Education  of  Wash- 
ington, late  in  1915,  the  following  motion  was  carried: 
"Since  the  Board  looks  with  favor  upon  allowing  credits 
for  Bible  study  done  outside  of  school,  it  is  moved  that  a 
committee  be  appointed  to  consider  a  plan  for  allowing 
such  credits,  —  one  half  credit  to  be  given  for  Old  Testa- 
ment, and  one  half  credit  for  New  Testament,  on  the  basis 
of  thirty  to  thirty-two  credits  for  high  school  graduation, 
and  that  a  syllabus  of  Bible  study  be  issued  under  the 
auspices  of  the  State  Department  of  Education,  with  rules 
and  regulations  for  the  distribution  of  examination  questions 
at  least  once  each  year." 

Local  school  boards  in  this  state  have  the  privilege  of 
adopting  their  own  curriculum,  and  prior  to  the  above 
action  on  the  part  of  the  state  educational  officials,  about 
one  third  of  the  two  hundred  and  forty-seven  accredited 
high  schools  of  the  state  were  already  allowing  credit  for 
Bible  study. 

As  to  the  plan  followed  in  these  schools,  Dr.  N.  D.  Showalter, 
president  of  the  State  Normal  School  at  Cheney,  wrote  on 
January  3,  1916:  "The  State  Board  requires  thirty  credits 
for  work  for  high  school  graduation,  but  the  general  custom 
had  been  to  require  thirty-two  credits  of  work  until  two 

128 


ADAPTATIONS  IN  WESTERN  STATES  129 

years  ago.  The  additional  two  credits  could  be  supplied 
by  any  means  thought  to  be  desirable  by  high  school  au- 
thorities. In  a  number  of  high  schools  the  Bible  study 
plan  was  inaugurated  in  connection  with  the  regular  work, 
—  that  is  to  say,  the  Bible  schools  were  given  a  syllabus  to 
follow  and  an  examination  was  given  at  the  close  of  the  year's 
work  under  the  direction  of  the  high  school  principal.  Those 
who  had  done  creditable  work  were  given  credit  in  the  high 
school  accordingly.  The  work  progressed  so  rapidly  and 
was  in  such  constant  demand  that  the  State  Board  of  Edu- 
cation passed  a  ruling  allowing  full  credit  to  be  given  to  this 
work  if  carried  forward  according  to  the  rules  and  regulations 
of  the  State  Board,  and  this  too  applied  on  the  thirty  credits 
which  are  now  made  mandatory." 

Spokane  was  the  pioneer  city  to  take  up  this  work  in 
Washington.  As  early  as  1904  a  course  in  the  literature  of 
the  English  Bible  was  actually  taught  in  a  public  school  in 
that  city.  It  was  introduced  at  the  suggestion  of  a  boy  in 
the  eleventh  grade,  who  asked  why  the  Bible  might  not  be 
studied  in  the  school  as  well  as  other  masterpieces  of  litera- 
ture. A  half-year  course  was  planned  and  announced  as  an 
elective  for  students  of  the  eleventh  and  twelfth  grades. 
Over  twenty  students,  most  of  them  boys,  elected  the  course, 
which  was  taught  during  six  semesters  and  was  discontinued 
only  because  there  was  no  one  at  hand  to  continue  it. 

Professor  Norman  F.  Coleman,  who  introduced  the  course, 
says  with  reference  to  this  experiment : 

"The  class  was  as  varied  in  membership  as  any  other  in 
the  school.  It  had  members  of  Unitarian  and  Jewish  as  well 
as  of  devoutly  orthodox  training,  while  some  of  its  members 
had  very  slight  religious  interest  and  one  professed  to  be 
agnostic.  Yet  sectarian  animosities  never  appeared  in  the 
class  discussions. 

"This  experiment  in  high  school  English  is  now  far  enough 


130         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

away  in  time  for  me  to  see  it  clearly  and  in  perspective. 
The  course  and  the  way  in  which  it  was  taught  were  very 
imperfect,  yet  it  seems  to  me  to  have  been  a  decided  success. 
I  consider  it  now  as  I  did  then,  and  as  I  know  my  successor 
did,  of  unusual  promise  in  comparison  with  other  courses  in 
literature  for  high  schools. 

"An  interested  and  sympathetic  teacher,  with  ordinary 
preparation  and  tact,  may,  through  such  a  course  as  this, 
open  to  boys  and  girls  the  book  from  which  Cromwell 
gained  strength,  from  which  Lincoln  learned  wisdom."  1 

A  syllabus  for  Bible  study  has  been  adapted  from  the 
North  Dakota  syllabus  under  the  direction  of  the  Spokane 
board  of  education.  No  classes  in  this  study  are  conducted 
in  the  high  schools,  and  no  time  is  given  to  it  by  high  school 
teachers  other  than  that  needed  to  prepare  and  conduct  the 
tests. 

Once  a  year,  in  May,  tests  are  given  in  the  high  schools 
of  the  city  under  the  auspices  of  the  English  department. 
One  test  is  on  the  Old  Testament,  and  another  is  on  the  New 
Testament.2  The  tests  relate  only  to  literary  and  historical 
aspects  of  the  Bible. 

Any  person  may  enter  the  tests,  and  those  who  get  a  pass- 
ing mark  are  given  one  half  of  one  credit  for  the  test  in  the 
Old  Testament,  and  one  half  of  one  credit  for  the  test  in 
the  New  Testament,  towards  graduation  from  the  high 
school.  That  is  to  say,  one  credit  out  of  the  thirty-two 
required  for  graduation  in  the  high  schools  is  given  for 
successfully  passing  the  test  in  Bible  study. 

Jews,  Catholics,  and  Protestants  alike  may  take  the 
course,  and  they  all  prepare  for  the  test  on  equal  terms 
without  any  of  their  church  creeds  being  encroached  upon 
or  subverted.  Any  form  of  doctrine  may  be  taught  in  the 
classes,  but  no  doctrinal  questions  are  used  in  the  tests. 

1  School  Review,  21 :  246,  April,  1913.  2  Appendix  E,  page  308. 


ADAPTATIONS  IN  WESTERN  STATES  131 

In  May,  1915,  one  hundred  and  seventy-three  students 
took  an  examination  on  the  syllabus,  and  of  these  one 
hundred  and  twenty-nine  were  passed,  sixty-three  from  the 
Lewis  and  Clark  High  School  and  sixty-six  from  the  North 
Central  High  School.  In  May,  1916,  two  hundred  and  six- 
teen students  took  the  examination,  seventy-seven  on  the 
Old  Testament  and  one  hundred  and  thirty-nine  on  the  New 
Testament.  Of  these  one  hundred  and  thirty-three  were 
passed,  ninety-two  from  the  Lewis  and  Clark  High  School 
and  forty-one  from  the  North  Central  High  School. 

Superintendent  Bruce  M.  Watson  of  the  Spokane  public 
schools  wrote  on  June  13, 1916  :  "There  appears  to  be  great 
interest  in  the  plan.  Most  of  the  Protestant  Sunday  schools 
have  classes  taking  this  work.  I  have  heard  nothing  but 
words  of  commendation  for  it." 

A  plan  prepared  by  Dr.  C.  K.  Staudt,  secretary  of  the 
Women's  College  at  Tacoma,  is  in  successful  operation  at 
that  city  and  in  a  few  other  places  in  Washington.  The  plan 
was  initiated  by  the  educational  committee  of  the  Ministerial 
Alliance,  of  which  committee  Dr.  Staudt  is  chairman.  After 
the  ministers  had  approved  the  proposals  of  the  committee, 
these  were  submitted  to  the  Tacoma  Board  of  School  Direc- 
tors, who  at  once  adopted  them.  On  September  22,  1915, 
they  adopted  the  following  resolution : 

"High  school  credit  for  Bible  study  outside  of  high  school 
shall  be  allowed  pupils  who  follow  the  courses  outlined  by 
the  committee  of  the  Ministerial  Alliance,  the  International 
Graded  Lessons  for  pupils  of  high  school  age,  or  any  course, 
approved  by  the  Superintendent  and  Board  of  Directors, 
which  is  of  equal  educational  merit  and  requires  an  equal 
amount  of  work,  subject  to  the  following  regulations: 

"One  fourth  credit  shall  be  allowed  for  a  year's  work 
consisting  of  thirty-eight  recitations  of  thirty  minutes  each. 
Credit  shall  be  granted  to  pupils  who  make  a  final  grade  of 


132         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

at  least  seventy,  obtained  by  averaging  the  grade  given  for 
class  work  with  the  grade  made  on  an  examination  conducted 
in  the  high  school  by  a  high  school  examiner  at  the  end  of 
each  semester.  Pupils  shall  be  admitted  to  the  examination 
only  on  recommendation  of  class  teachers,  who  shall,  at  the 
end  of  each  semester,  send  to  the  high  school  principals  the 
names  and  class  grades  of  pupils  recommended  for  examina- 
tion, accompanied  by  certificates  stating  that  an  accurate 
record  of  attendance,  lesson  preparation,  recitation,  and  con- 
duct has  been  kept  and  that  these  are  satisfactory." 

Pursuant  to  this  action  there  was  prepared  an  outline  or 
syllabus  of  Bible  study,  covering  both  the  Old  and  the  New 
Testaments,  dealing  with  teachings  as  well  as  events,  and 
recognizing  relations  of  events  as  well  as  mere  facts.  A 
four-years  course  of  Bible  study  is  selected,  corresponding  to 
the  four  years  of  high  school  work.  The  following  are  the 
courses :  Old  Testament  History,  Old  Testament  Litera- 
ture, The  Life  of  Jesus,  and  The  Apostolic  Age.  The  sylla- 
bus indicates  the  required  work  and  determines  the  scope  of 
the  examination  in  the  high  school. 

These  courses  are  open  to  all  students  in  the  high  school, 
but  no  student  is  compelled  to  take  any  of  them.  Oppor- 
tunity is  given  for  enrollment  at  the  beginning  of  each  semes- 
ter. In  the  outline,  or  syllabus,  religious  interpretation  is 
studiously  avoided.  It  does  not,  however,  hinder  or  em- 
barrass a  teacher  from  teaching  the  Bible  in  his  own  way. 
Each  denomination  is  allowed  to  teach  the  Bible  according 
to  its  own  canons  of  interpretation.  There  may  be  blended 
with  each  course  as  much  religious  instruction  as  is  desired. 

No  particular  textbook  or  version  of  the  Bible  is  recom- 
mended. The  entire  Bible  is  studied,  not  simply  isolated 
sections  thereof.  The  courses  aim  to  give  a  general  survey 
of  the  entire  Bible.  However,  great  personalities,  great 
events,  great  productions  of  literature,  and  great  outbursts 


ADAPTATIONS  IN  WESTERN  STATES  133 

of  spirituality  receive  special  attention.  No  state  funds  are 
used  in  the  teaching  of  the  Bible.  Public  school  teachers  are 
not  asked  to  teach  the  Bible  or  to  give  religious  instruction 
during  school  hours. 

The  syllabus  is  simply  intended  to  guide  teacher  and 
pupils  as  to  the  minimum  requirements  of  each  course.  It 
is  not  intended  that  the  outlines  should  in  all  cases  take  the 
place  of  helps  that  are  more  elaborate. 

Real  conformity  to  educational  standards  is  aimed  at, 
and  high  school  requirements  are  insisted  upon  in  Bible 
study  groups.  The  lesson  material  is  not  selected  or  pre- 
pared from  either  the  traditional  or  the  historical  point  of 
view,  or  from  any  other  standpoint  save  that  of  religious 
education. 

Dr.  Staudt  wrote  on  January  14,  1916:  "A  number  of 
inquiries  have  come  to  us  with  reference  to  our  plan  and 
courses.  .  .  .  There  is  a  great  interest  shown  in  the  study 
of  these  courses.  In  fact,  many  boys  and  girls  are  lined  up 
in  our  Sunday  schools  that  are  coming  to  get  these  credits. 
.  .  .  The  newspapers  loyally  supported  us  and  two  of  the 
leading  papers  print  each  week  comments  which  I  make  on 
the  lesson  for  the  following  Sunday." 

Among  the  towns  of  the  state  that  have  adopted  the  plan 
are  Centralia,  Everett,  and  Sunnyside.  At  the  two  latter 
places  the  Spokane  outline  is  being  used.  Credits  were  first 
offered  there  in  1915.  The  lessons  are  conducted  at  Sunny- 
side  by  a  very  competent  instructor,  who  is  not,  however,  a 
public  school  teacher. 

OREGON 

In  the  state  of  Oregon  two  courses  of  Bible  study  are 
given,  a  two-years  course  and  a  four-years  course,  one  with 
the  indorsement  of  the  State  Board  of  Education  and  the 
other  prepared  by  State  Superintendent  of  Education  J.  A. 


134         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Churchill,  with  the  assistance  of  Charles  A.  Phipps,  general 
secretary  of  the  State  Sunday  School  Association. 

The  syllabus  for  the  short  course  was  adapted  from  the 
outline  prepared  for  the  use  of  the  high  school  students  of 
North  Dakota.  It  was  indorsed  by  the  State  Teachers' 
Association  and  by  Superintendent  Churchill,  who  recom- 
mended that  local  school  boards  give  high  school  credit 
toward  graduation  to  students  who  pass  the  required  ex- 
aminations. The  syllabus  was  published  in  the  September, 
1915,  issue  of  the  Oregon  Sunday  School  Optimist,  the  official 
organ  of  the  State  Sunday  School  Association. 

The  "Suggested  Course  of  Bible  Study  for  Pupils  outside 
of  School,"  the  outline  of  the  four-years  course,  was  pub- 
lished by  the  state  in  1915,  for  the  purpose  of  "assisting  the 
departments  of  English  and  history  in  the  high  schools  of 
the  state."  In  an  introductory  statement,  Superintendent 
Churchill  says  that  "many  teachers  of  English  and  history 
have  asked  this  department  to  prepare  a  syllabus  that  will 
direct  the  study  outside  of  school  of  pupils  who  wish  to  be- 
come familiar  with  the  life  stories  of  characters  of  the  Bible, 
with  the  beauty  of  its  style  and  the  influence  of  its  ideals." 

This  is  a  most  excellent  outline  of  Bible  study.  It  seems 
to  be  an  amplification  of  the  North  Dakota  Syllabus,  and 
includes  the  Apocrypha.  It  will  be  found  reprinted  herein 
in  full  as  Appendix  C  at  pages  267-287. 

The  work  is  entirely  optional  with  the  pupils  and  parents. 
Both  courses  are  elective  and  have  to  be  adopted  by  local 
school  boards.  The  completion  of  the  short  course  entitles 
the  pupils  to  credit  for  one  thirtieth  of  a  high  school  course, 
and  the  completion  of  the  long  course  to  one  fifteenth  of  a 
high  school  course. 

Secretary  Phipps  wrote  on  December  30,  1915,  that  many 
high  schools  have  adopted  one  or  the  other  of  these  courses 
and  many  pupils  are  at  work.    The  credits  are  given  on 


ADAPTATIONS  IN  WESTERN  STATES  135 

literature  and  history  by  the  local  board  of  education.  The 
work  is  done  in  the  Sunday  schools,  and  the  examinations 
are  conducted  by  the  state  the  same  as  in  the  case  of  all 
other  high  school  studies. 

Dr.  Carl  G.  Doney,  president  of  Willamette  University, 
Salem,  Oregon,  wrote  January  28,  1916,  that  State  Super- 
intendent Churchill  had  informed  him  that  the  four-years 
course  was  "meeting  with  much  success,  being  pursued  not 
only  by  pupils  outside  the  schools,  but  by  those  within,  some 
of  whom  are  adults." 

Superintendent  Churchill  wrote  on  March  24,  1916,  that 
the  "Suggested  Course,"  the  four-years  course,  "has  proved 
very  popular,  and  a  number  of  the  high  schools  in  this  state 
have  adopted  the  plan."  He  also  said:  "The  governing 
boards  of  the  high  schools  of  this  state  have  the  right  to  give 
credit  in  the  high  school  for  work  done  in  this  course.  The 
work  is  not  carried  on  in  the  schools,  but  the  superintendent 
of  the  school  gives  an  examination.  We  have  published 
this  course  as  a  guide  for  those  schools  that  wish  to  accept 
work  in  Bible  study." 

IDAHO 

At  Lewiston,  Idaho,  the  Ministerial  Association  took  the 
initiative  in  this  matter.  In  collaboration  with  Superin- 
tendent F.  W.  Simmonds  of  the  public  schools,  they  prepared 
early  in  1915  an  outline  for  Sunday  school  credits  in  the  city 
schools.  The  matter  was  presented  to  the  State  Teachers' 
Association  during  the  last  week  of  December,  1915,  by 
representatives  of  the  State  Sunday  School  Association. 
The  Teachers'  Association  was  asked  to  appoint  a  committee 
to  meet  a  like  committee  from  the  other  association.  Mrs. 
Lucy  M.  Ormsby,  general  secretary  of  the  State  Sunday 
School  Association,  wrote  on  December  31,  1915,  that  the 
Sunday  school  people  were  hoping  soon  to  put  the  plan  in 
southern  Idaho.     She  intended  to  interview  the  Catholic 


136         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

bishop,  the  leaders  among  the  Mormons,  and  the  Jewish 
rabbi,  to  ascertain  how  they  would  stand  in  regard  to  the 
proposed  plan. 

The  Lewiston  High  School  is  organized  on  the  basis  of  six 
years'  work  and  is  divided  into  two  administrative  units  of 
three  years  each  —  a  junior  and  a  senior  high  school.  The 
course  of  study  for  which  credit  is  given  in  the  junior  high 
school  is  that  recommended  by  the  International  Sunday 
School  Association,  for  the  senior  department,  in  the  Graded 
Lessons  Series,  with  such  additions  as  may  be  found  neces- 
sary, or  any  other  course  of  similar  grade  and  value  accept- 
able to  the  board  of  education.  For  credit  in  the  senior 
high  school,  the  students  are  required  to  pursue  a  course  of 
higher  grade,  such  as  is  recommended  by  the  University  of 
Chicago,  or  some  course  of  equal  grade,  to  be  arranged  in 
cooperation  with  the  superintendent  of  schools. 

The  superintendent  of  schools  reserves  the  right  to  pass 
upon  the  qualifications  of  the  teachers  of  these  Bible  study 
classes.  The  classes  are  taught  in  rooms  separated  from 
other  classes  in  the  same  school,  and  the  period  for  class 
work  is  required  to  be  forty  minutes.  One  credit  of  the 
fifteen  required  for  graduation  is  to  be  given  for  the  com- 
pletion of  four  years'  work  done  in  the  Sunday  school  classes, 
and  no  credit  is  to  be  given  for  less  than  one  year's  work. 

Instead  of  giving  an  examination  in  the  high  school  build- 
ing, it  is  proposed  to  give  credit  if  the  teachers  of  the  Bible 
study  classes  in  the  respective  Sunday  schools  state  that  the 
pupils  were  regular  and  punctual  in  attendance.  Such  equip- 
ment as  shall  be  recommended  by  the  school  authorities  is 
to  be  provided  by  the  churches  asking  for  credit,  such  as 
books,  maps,  charts,  etc.  Absences  and  tardiness  are  to  be 
deducted  on  the  same  basis  as  in  the  public  school. 

Superintendent  Simmonds  wrote  on  December  15,  1915, 
that  the  plan  was  moving  off  most  satisfactorily.    One  of 


ADAPTATIONS  IN  WESTERN  STATES  137 

the  teachers,  he  wrote,  had  been  elected  general  manager 
and  instructor  of  all  the  Sunday  school  teachers,  and  they 
meet  once  a  month  for  general  outlines  and  special  direc- 
tions as  to  the  work.  Practically  all  the  churches  of  Lewis- 
ton,  except  the  Catholic  Church,  are  participating  in  the 
work. 

CALIFORNIA 

The  educational  leaders  of  the  state  of  California  have 
been  working  for  two  years  on  the  problem  of  correlating  the 
public  schools  and  the  church  schools  on  the  basis  of  credit 
for  Bible  study.  A  number  of  high  school  principals  in 
several  sections  of  the  state  are  giving  credit  for  outside 
Bible  study,  and  the  preparation  of  the  syllabus  for  this  work 
is  under  way. 

In  July,  1915,  the  following  resolutions  were  introduced 
before  the  High  School  Teachers'  Association  of  the  state: 

"Resolved,  That  a  committee  of  five  be  appointed  by  the 
president  of  the  High  School  Teachers'  Association  to  pre- 
pare or  adopt  a  syllabus  for  the  study  of  the  Bible  by  high 
school  students;  and  upon  its  approval  by  the  Executive 
Committee  of  this  Association,  it  shall  become  an  official 
document  of  this  body. 

"And  be  it  Resolved,  That  said  committee  consult  with  the 
officials  of  the  State  Sunday  School  Association  and  call  upon 
that  body  to  publish  said  syllabus  and  to  give  the  necessary 
publicity  to  this  movement  for  detailed  Bible  study  by  high 
school  students. 

"And  be  it  further  Resolved,  That  this  Association  recom- 
mend to  Boards  of  high  schools  and  Principals  in  California 
the  propriety  of  granting  at  least  one  half  credit  to  those 
students  passing  a  satisfactory  examination  upon  the  matter 
of  said  syllabus  of  Bible  study." 

While  there  was  no  serious  objection  to  the  adoption  of 
the  resolutions,  it  was  considered  best  to  delay  their  con- 


138         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

sideration  until  1916.  In  the  meantime  a  committee  from 
the  association,  the  chairman  of  which  is  S.  P.  McCrea, 
principal  of  the  Sequoia  Union  High  School  at  Redwood, 
and  one  of  the  leading  spirits  of  the  movement  in  the  asso- 
ciation, has  been  working  with  the  Sunday  school  associa- 
tions of  the  state  in  the  preparation  of  a  syllabus.  This  com- 
mittee on  July  12,  1916,  indorsed  the  Bible  study  syllabus 
issued  by  the  State  Sunday  School  Association  of  Colorado, 
recommended  that  this  work  be  undertaken  wherever  there  is  a 
local  demand  for  its  introduction  in  public  school  courses,  and 
asked  a  ruling  of  the  State  Board  of  Education  as  to  whether 
the  individual  public  high  school  has  authority  to  determine 
what  subjects  shall  be  given  credit  toward  graduation  and 
whether  credit  may  be  given  for  literary  and  historical  study 
of  the  Bible  when  taken  in  Sunday  schools  and  under  other 
agencies  outside  the  high  school  whether  or  not  under  teachers 
duly  certified  by  the  state.     The  committee  was  continued. 

Professor  Merton  E.  Hill,  principal  of  the  Chaff ey  Union 
High  School  at  Ontario  and  Upland,  who  is  also  president 
of  the  California  High  School  Teachers'  Association,  has 
assured  the  Sunday  schools  of  his  community  that  one 
quarter  credit  a  year  will  be  granted  toward  high  school 
graduation  for  consistent  Bible  study  in  an  organized  group. 
There  are  reported  to  be  five  such  organized  groups  taught 
by  teachers  of  the  grade  of  the  high  school  teachers.  The 
students  of  these  classes  are  preparing  notebooks  and  put- 
ting hard  study  on  their  Bible  courses.  The  plan  is  not  to 
make  the  International  Lessons  the  basis  for  high  school 
credit,  but  books  like  Rail's  History  of  Christianity,  the 
Young  Men's  Christian  Association  Studies,  and  the  books 
issued  by  the  University  of  Chicago. 

Professor  McCrea  wrote  on  March  27,  1916 :  "I  know  of 
no  plan  so  good  as  that  of  North  Dakota."  Other  schoolmen 
of  the  state  interested  in  the  matter  are  H.  O.  Williams, 


ADAPTATIONS  IN  WESTERN  STATES  139 

Sacramento;  W.  J.  Cooper,  Berkeley;  L.  B.  Avery,  Oak- 
land ;  Professor  C.  E.  Hugh,  Berkeley ;  and  Dr.  B.  S.  Gowan, 
Bakersfield. 

Mr.  C.  R.  Fisher,  general  secretary  of  the  Northern  Cali- 
fornia Sunday  School  Association,  wrote  on  December  29, 
1915,  that  it  began  to  look  "as  though  something  were  going 
to  come  of  it,"  and  Dr.  H.  A.  Dowling,  general  secretary  of 
the  Southern  California  Sunday  School  Association,  wrote 
on  the  same  date:  "We  have  had  under  consideration  by 
our  educational  committee,  a  number  of  times,  the  matter  of 
Bible  study  credits.  A  joint  committee  of  the  two  associa- 
tions has  been  appointed  to  cooperate  with  a  like  committee 
from  the  educational  forces  of  the  state." 

WYOMING 

There  is  no  correlation,  as  yet,  between  the  public  schools 
and  the  church  schools  in  the  state  of  Wyoming.  At  Laramie 
there  is  considerable  local  interest  in  the  plan  of  giving  credit 
in  the  high  school  for  Bible  study  pursued  in  the  Sunday 
schools  of  the  city.  The  board  of  education  is  likely  soon 
to  adopt  the  plan.  Superintendent  J.  B.  Crabbe  of  the 
public  schools  is  in  sympathy  with  the  movement. 

The  Wyoming  Sunday  School  Association  has  appointed 
a  committee  to  act  with  a  similar  committee  appointed  by 
the  chairman  of  the  executive  committee  of  the  State 
Teachers'  Association,  to  plan  some  way  by  which  Bible 
study  may  be  given  credit  in  the  public  schools  of  the  state. 
The  efforts  of  those  interested  are  being  applied  in  the 
direction  of  removing  all  feeling  of  misapprehension  lest  the 
plan  violate  the  principle  of  religious  liberty. 

The  Rev.  S.  Arthur  Huston,  rector  of  St.  Mark's  Church 
at  Cheyenne,  wrote  on  February  17,  1916:  "We  have  not 
made  much  headway.  .  .  .  We  hope  for  better  things,  but 
it  is  all  in  the  future." 


140         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

State  Superintendent  of  Public  Instruction  Edith  K.  O. 
Clark  wrote  on  March  11,  1916:  "We  are  very  much  in- 
terested, in  Wyoming,  in  the  possibility  of  giving  credit  for 
home  work,  but  so  far  all  such  credit  has  been  given  for 
industrial  work,  such  as  might  be  correlated  with  home 
economics,  manual  training,  etc.  Also  attention  is  given  to 
matters  of  personal  hygiene.  Bible  study  has  not  been 
included  in  this  credit  scheme." 

MONTANA 

The  matter  is  likely  to  be  presented  soon  in  Montana. 
Rev.  R.  D.  Osterhout,  general  secretary  of  the  State  Sun- 
day School  Association,  in  conjunction  with  C.  W.  Tenney, 
state  inspector  of  Montana  rural  schools,  has  published 
articles  relating  to  the  subject  and  has  spoken  of  it  in  con- 
ventions. State  Superintendent  of  Public  Instruction  H.  A. 
Davee  wrote  on  March  30,  1916,  that  he  was  "much  in- 
terested in  any  plan  which  will  increase  the  interest  in 
Bible  study,"  and  that  he  was  "willing  to  cooperate  in  any 
way  to  further  the  interests  of  Bible  study."  John  Dietrich, 
superintendent  of  schools  at  Helena,  wrote  on  March  6, 
1916:  "I  am  in  sympathy  with  the  idea.  I  hope  it  may 
find  its  way  into  our  state  public  schools  before  long." 

ARIZONA  AND   NEW  MEXICO 

The  Rev.  Edward  D.  Raley,  general  secretary  of  the  New 
Mexico  Sunday  School  Association,  wrote  on  January  11, 
1916:  "So  far,  we  have  not  been  able  to  get  anywhere  in 
our  efforts  to  combine  the  school  work  and  Bible  study  in 
the  two  states  of  Arizona  and  New  Mexico.  .  .  .  We  have 
taken  it  up  with  some  of  the  lawmakers  and  expect  to  get 
something  done  along  that  line.  My  thought  is  that  some- 
thing like  credits  given  by  the  day  schools  for  real  Bible 
study  will  be  the  most  practical  solution  of  the  problem." 


CHAPTER  TEN 
Adaptations  in  Atlantic  States 

PLANS  for  giving  high  school  credit  for  Bible  study  have 
been  perfected  in  two  of  the  Atlantic  states,  and  the 
subject  is  being  actively  considered  by  certain  religious  and 
educational  leaders  in  several  other  Atlantic  states.  In  the 
latter  part  of  1915,  definite  action  was  taken  in  the  matter 
in  Virginia  and  in  Vermont. 

VIRGINIA 

The  beginning  of  the  organized  effort  to  launch  the  plan 
in  the  state  of  Virginia  was  made  during  the  summer  of  1915 
at  the  Rural  Life  Conference  at  the  State  University.  Fol- 
lowing a  discussion  on  "The  Country  Church  and  its  Allies," 
the  following  resolution  was  adopted  on  the  subject :  "We, 
the  members  of  the  Rural  Life  Conference  at  the  University 
of  Virginia,  representing  various  churches  and  schools  of  the 
state,  believe  that  the  time  has  come  for  the  Church  and 
Public  Schools  of  Virginia  to  coSperate  for  the  more  effective 
teaching  of  the  Bible  to  the  young,  and  do  therefore  urge 
the  various  denominational  officials  and  organizations,  and 
the  several  educational  associations  of  the  state,  to  request 
the  State  Superintendent  of  Public  Instruction,  in  coopera- 
tion with  their  executive  heads  or  committees,  to  devise  and 
put  into  effect  plans  for  securing  school  credit  for  Bible 
study  according  to  the  North  Dakota  or  some  similar  scheme." 

In  November,  1915,  the  State  Teachers'  Association  of 
Virginia,  meeting  at  Richmond,  adopted  a  resolution  recom- 
mending that  the  State  Board  of  Education  adopt  some  plan 
whereby  high  school  pupils  should  receive  credit  toward 
graduation  for  Bible  study.  The  resolution  adopted  was  as 
follows:    "Resolved,  That  this  Association,  recognizing  the 

141 


142         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

value  of  a  knowledge  of  the  Bible  in  any  scheme  of  general 
education,  and  desiring  that  Bible  teaching  by  various  reli- 
gious agencies  of  the  State  shall  be  encouraged  and  raised  to 
higher  efficiency,  recommends  that  the  State  Board  of  Educa- 
tion adopt  some  plan  whereby  the  pupils  of  our  public  schools 
who  shall  master  a  prescribed  course  of  Bible  study  and  pass 
an  examination  upon  the  same,  shall  receive  credit  towards 
their  graduation,  such  action  by  the  State  Board  being  of  a 
character  to  protect  the  sacred  principles  of  religious  liberty, 
and  to  leave  in  the  hands  of  our  churches  or  other  religious 
organizations  the  responsibility  for  Bible  teaching." 

It  was  proposed  that  a  syllabus  of  Bible  study  be  author- 
ized by  the  State  Board  and  that  it  be  printed  and  distrib- 
uted by  the  Extension  Department  of  the  State  University 
at  Charlottesville.  An  outline  of  the  proposed  plan  was 
presented  before  the  State  Board  of  Education  by  W.  M. 
Forrest,  professor  of  Biblical  History  and  Literature  in  the 
State  University.  That  body  on  February  2,  1916,  ap- 
pointed a  committee  of  seven  men  whose  interests  are  both 
educational  and  religious  and  who  are  actively  connected 
with  the  Jewish,  Roman  Catholic,  and  Protestant  churches, 
to  prepare  suitable  outlines  of  courses  in  Bible  study  for 
high  school  pupils.  The  committee  consisted  of  Professor 
Forrest,  chairman;  Dr.  Robert  E.  Blackwell,  president  of 
Randolph  Macon  College,  secretary;  Hon.  R.  C.  Stearnes, 
state  superintendent  of  public  instruction;  Dean  J.  C. 
Metcalf,  Richmond  College;  Rev.  Father  James,  Benedic- 
tine Military  College;  Charles  Hutzler,  formerly  of  the 
Richmond  School  Board;  and  Rev.  George  P.  Mayo,  Blue 
Ridge  Industrial  School.  The  courses  prepared  by  this  com- 
mittee were  approved  by  the  State  Board  of  Education, 
August  29,  1916,  and  an  order  was  passed  authorizing  their 
use  throughout  the  state.1 

1  Appendix  D,  page  288. 


ADAPTATIONS  IN  ATLANTIC  STATES  143 

One  course  consists  of  ninety  lessons,  entitled  "Studies  in 
Old  Testament  History,"  one  of  ninety  lessons,  entitled 
"Studies  in  Old  Testament  Literature,"  and  one  of  ninety 
lessons,  entitled  "Studies  in  New  Testament  History  and 
Literature." 

Any  standard  version  of  the  English  Bible  —  Jewish, 
Catholic,  or  Protestant  —  may  be  used  for  the  courses. 
References  are  indicated  in  the  syllabus  for  the  three  versions 
in  common  use,  the  Authorized  or  King  James,  the  Douay, 
and  the  Leeser. 

Students  may  take  all  three  courses  or  only  one,  but 
credit  toward  graduation  from  the  high  school  will  be 
limited  to  a  maximum  of  one  unit,  or  any  two  of  the  courses, 
which  may  be  offered  in  lieu  of  one  of  the  five  elective  courses 
in  the  high  school  curriculum.  It  is  left  entirely  to  the  choice 
of  the  students  or  their  parents  and  religious  advisers  whether 
they  shall  substitute  the  Bible  courses  for  regular  electives, 
and  which  of  the  courses  offered  they  shall  pursue.  Stu- 
dents who  do  not  apply  for  such  credit  will  take  some  one 
of  the  regular  high  school  electives  in  its  stead. 

The  Virginia  plan  provides  that  the  Bible  study  may  be 
done  in  Sunday  schools,  Sabbath  schools,  Vacation  Bible 
schools,  Young  Men's  or  Young  Women's  Christian  Asso- 
ciation classes,  or  in  private  schools  or  classes.  The  courses 
must  be  taken  under  the  instruction  of  a  teacher,  and  pref- 
erably in  an  organized  school  of  the  religious  body  to  which 
the  student  or  his  parents  belong.  Classes  may  meet  once  a 
week  or  of tener,  but  ninety  recitation  periods  of  forty  minutes 
per  period  must  be  devoted  to  each  course,  and  the  class  must 
be  in  charge  of  a  teacher  who  will  do  and  require  faithful  work. 

Uniform  examinations  are  to  be  held,  one  for  each  session 
of  the  high  school  for  the  present,  given  at  the  end  of  the 
session.  The  examination  in  either  of  the  Bible  courses 
must  be  given  in  the  high  school  building  at  the  same  hour 


144         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

to  all  pupils  in  that  course,  regardless  of  the  different  hours 
for  examination  in  the  electives  for  which  Bible  study  is 
substituted. 

Any  student  certified  by  his  Bible  teacher  to  have  com- 
pleted such  a  course  is  to  be  entitled  to  take  the  examina- 
tion. Blank  certificates  will  be  furnished  high  schools,  which 
are  to  be  filled  out  and  handed  the  principal  by  students 
desiring  to  offer  Bible  study  for  credit.  These  certificates 
indicate  the  course  or  courses  offered  and  hours  of  recita- 
tions, and  state  that  the  student  is  prepared  to  take  the 
examination.  They  are  to  be  signed  by  the  teacher  under 
whom  the  Bible  work  was  done  and  countersigned  by  the 
superintendent  or  director  of  the  religious  school. 

The  examination  questions  are  to  be  prepared  by  the 
committee  appointed  by  the  State  Board  of  Education,  and 
furnished  through  the  high  school  principals.  Any  question 
of  personal  or  denominational  bias  is  precluded  from  the 
examination  papers.  The  committee  of  seven  interested 
educators  of  the  state  who  have  prepared  the  syllabus  of 
Bible  courses  has  been  designated  to  prepare  the  examina- 
tion papers,  receive  the  answer  papers  from  the  high  school 
principals  throughout  the  state,  grade  them,  and  report  the 
grades  to  the  high  schools  concerned  through  the  office  of 
the  State  Superintendent  of  Public  Instruction. 

It  will  be  remembered  that  two  of  the  state  normal 
schools  of  Virginia  now  give  credit  for  Bible  study  pursued 
in  whole  or  in  part  outside  of  such  schools,  and  that  the 
State  University  has  a  professor  devoting  his  entire  time  to 
Bible  teaching,  for  which  full  university  credit  is  given.1 

WEST  VIRGINIA 

There  is  a  movement  in  West  Virginia  for  the  adoption  of 
the  plan,  and  it  is  probable  that  the  matter  will  soon  be 
1  See  Chapter  IV,  pages  57-62. 


ADAPTATIONS  IN  ATLANTIC  STATES  145 

brought  forward  by  the  State  Sunday  School  Association. 
Rev.  Walter  A.  Snow,  who  did  much  to  promote  the  work 
as  general  secretary  of  the  North  Dakota  State  Sunday 
School  Association,  has  become  general  secretary  of  the 
West  Virginia  State  Sunday  School  Association,  and  this  is 
one  of  the  projects  that  he  is  expected  to  promote  in  that 
state. 

In  the  independent  school  district  of  Chester,  West  Vir- 
ginia, credit  is  now  given  for  outside  Bible  study  toward 
high  school  graduation,  and  some  two  or  three  other  places 
in  the  state  have  discussed  the  proposition.  The  plan  was 
started  at  Chester  in  the  fall  of  1915.  There  are  two  classes 
in  the  town  following  the  work.  One  is  taught  by  Rev.  J.  I. 
Moore  and  the  other  by  Mrs.  George  E.  Lewis. 

Superintendent  J.  C.  Timber  man  of  the  public  schools 
wrote  on  March  3,  1916,  that  the  plan  was  "  doing  fairly  well, 
although  it  is  not  receiving  all  the  attention  it  should  be 
given.  The  chief  difficulty  seems  to  be  to  get  properly 
trained  teachers  who  have  the  time  to  give  gratis  to  the  work. 
I  might  say  that  the  school  authorities  have  not  made  any 
attempt  to  push  this  work  or  urge  any  one  to  pursue  it.  We 
feel  that  we  have  done  our  part  when  we  have  provided  that 
work  properly  done  shall  receive  regular  credit  on  our  high 
school  course.  So  far  as  I  know  we  are  the  only  school  in 
this  state  offering  anything  of  this  kind.  ...  I  find  that 
the  ministers  are  unanimous  in  their  approval  of  the  plan, 
and  we  have  yet  to  have  a  word  of  criticism  from  Catholic, 
Jew,  or  Gentile.  .  .  .  Our  idea  is  right,  I  feel  sure,  but 
some  details  yet  remain  to  be  worked  out  before  we  feel 
free  to  have  our  scheme  announced  as  absolutely  right 
and  the  best.  There  is  no  question  as  to  the  need  of  such 
work." 

The  plan  pursued  at  Chester  provides  a  Bible  study 
course  correlated  with  the  regular  high  school  work  and  can 


146         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

be  given  in  the  regular  church  classes  of  any  denomination. 
Each  denomination  has  the  opportunity  to  give  instruction 
according  to  its  own  interpretation,  but  nothing  of  a  sec- 
tarian nature  is  permitted  to  form  any  part  of  any  examina- 
tions which  may  be  given  for  credit. 

Credit  to  the  extent  of  one  unit  on  any  high  school  course 
is  given  for  Bible  study  taken  outside  the  high  school  under 
certain  conditions.  The  character  and  quality  of  the  work 
done  must  be  equal  in  every  respect  to  the  regular  high  school 
classroom  work.  This  means  well-qualified  teachers,  suit- 
able classrooms,  reference  books,  and  other  needful  helps, 
recitations  of  forty  to  forty-five  minutes,  a  corresponding 
study  period,  and  the  maintaining  of  a  studious  atmosphere 
throughout  the  work. 

Each  pupil  taking  Bible  study  work  is  required  to  report 
to  the  high  school  principal  at  the  regular  time  and  place  for 
taking  the  examinations  in  the  work  completed.  The  same 
standards  and  passing  mark  are  required  in  this  as  in  all 
other  studies. 

The  Bible  is  the  textbook.  Unless  otherwise  arranged, 
the  course  will  be  based  upon  Sheffield's  Old  Testament  A7ar- 
rative  as  prescribed  for  the  College  Entrance  Requirements 
adopted  in  1909.  The  entire  course  must  contain  not  less 
than  one  hundred  and  eighty  recitations.  A  half  unit  may 
be  given  for  the  completion  of  one  half  this  amount.  To 
receive  credit,  any  other  course  shall  be  passed  upon  by  the 
high  school  faculty. 

Any  condition  not  provided  for  above  will  be  adjusted  by 
the  high  school  principal  and  the  superintendent,  subject  to 
review  by  the  board  of  education. 

State  Superintendent  M.  P.  Shawkey  wrote  on  March  22, 
1916:  "We  have  a  teachers'  reading  circle  course  outlined 
each  year  by  the  State  Superintendent  of  Schools.  Two 
years  ago  we  put  the  Old  Testament  on  that  list  of  books 


ADAPTATIONS  IN  ATLANTIC  STATES  147 

and  a  number  of  teachers  passed  an  examination  upon  it  for 
one  of  the  credits  for  the  renewal  of  their  certificates.  It 
was  expected  that  all  teachers  of  the  state  should  pursue 
that  reading  circle  course." 

VERMONT 

At  the  fall  conventions  of  the  Vermont  State  Sunday 
School  Association  and  the  State  Teachers'  Association  in 
1915,  a  joint  committee  was  appointed  to  work  on  the  prob- 
lem. The  committee  has  prepared  a  tentative  syllabus  and 
course  of  study  covering  two  years  of  the  four-years  course 
which  is  planned  to  correspond  to  the  high  school  curriculum. 
The  topics  of  the  first  two  years  practically  follow  the  Graded 
Sunday  School  Lessons  of  the  Intermediate  Lessons,  second 
and  third  years.  The  matter  was  then  submitted  to  the 
State  Board  of  Education.  In  case  of  favorable  action  by 
that  body,  it  was  planned  to  present  the  matter  to  the  Octo- 
ber conventions  of  the  two  associations  in  1916.  The  joint 
committee  consists  of  Isaac  Thomas,  Rutland,  chairman; 
Rev.  E.  M.  Fuller,  Richford ;  Rev.  C.  A.  Boyd,  Burlington ; 
secretary,  Miss  Blanche  Jouett,  St.  Johnsbury ;  Rev.  C.  L. 
Eaton,  St.  Johnsbury ;  S.  C.  Hutchinson,  Montpelier ;  R.  N. 
Millett,  Springfield ;  and  Professor  C.  E.  Putney,  Burlington. 

The  course  is  to  be  taught  in  the  local  Sunday  schools  by 
teachers  whose  preparation  either  by  experience  or  training 
for  the  work  meets  the  approval  of  the  local  superintendent 
of  schools.  It  is  to  be  optional  in  those  towns  in  which  the 
local  school  authority  provides  for  its  adoption.  Any  high 
school  student  actually  taking  the  course  in  any  Sunday 
school  in  the  town  must  receive  credit  for  the  same.  Credit 
is  to  be  given  by  the  local  school  authority  of  the  same  rank  as 
for  any  subject  in  the  high  school  curriculum  requiring  thirty- 
nine  recitation  periods  of  forty-five  minutes  each  during  the 


148         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

school  year.  The  examination  is  to  be  provided  in  such 
manner  as  shall  be  acceptable  to  the  local  school  authority. 
Religious  instruction,  as  such,  and  questions  of  criticism, 
it  is  specifically  stated  in  certain  "Principles"  adopted  by 
the  joint  committee  on  December  4,  1915,  must  not  enter 
into  the  syllabus  or  the  examination.  The  examination  and 
the  recognition  by  the  local  school  authority  must  be  only 
on  the  basis  of  actual  attainment  in  the  knowledge  of  the 
Bible  as  outlined  in  the  syllabus.  No  public  funds  are  to  be 
used  for  the  printing  and  distribution  of  the  syllabus,  or  for 
any  other  purpose  in  connection  with  the  plan. 

,    NEW   YORK 

We  have  seen  how  in  New  York  State  the  basic  principle 
of  relating  the  school  work  to  the  outside  activities  of  the 
young  has  been  applied  in  one  community  of  the  state,  and 
that  the  State  Educational  Department  is  committed  to  it  by 
announcing  that  credit  may  be  earned  in  the  public  schools 
for  outside  work  in  agriculture  and  home  making.1 

The  State  Commissioner  of  Education,  Dr.  John  H.  Finley, 
to  judge  by  a  communication  addressed  to  certain  legislative 
committees  on  Public  Education,  under  date  of  March  9, 
1915,2  would  seem  to  favor  "a  more  cordial  cooperation 
between  the  two  forces,  the  church  and  the  public  school, 
both  making  for  the  good  of  society,  but  expressing  them- 
selves in  rigidly  independent  and  separate  organizations." 

More  recently,  Dr.  Finley  is  reported  to  have  said  in  an 
address  to  college  men  and  women:  "The  time  has  come 
for  all  of  us,  no  matter  what  creed  we  hold,  to  cooperate  at 
the  door  of  our  schools.  The  state  cannot  do  everything, 
and  it  is  useless  to  think  that  the  schools  can  accomplish 

1  Chapter  II,  pages  13-16. 

2  Quoted  in  Religions  Education  for  April,  1916,  page  106. 


ADAPTATIONS  IN  ATLANTIC  STATES  149 

everything  in  the  way  of  moral  training.  The  church  and 
the  home  must  do  their  part."  1 

Superintendent  S.  R.  Shear,  who  introduced  at  the  city  of 
Poughkeepsie  the  plan  of  giving  credits  in  the  elementary 
grades  for  home  duties,  wrote  on  June  7, 1916,  regarding  the 
wider  application  of  the  plan  to  include  Bible  study :  "  It  is 
impossible  for  one  to  read  intelligently  certain  literature, 
poetry  in  especial,  without  a  knowledge  of  the  Bible.  Ob- 
viously, instruction  of  this  sort  could  not  be  given  in  the 
public  schools,  without  prejudice.  We  have  various  creeds 
represented  among  the  students,  and  there  ought  never  to 
be  any  possibility  of  misunderstanding  in  these  matters.  I 
am,  therefore,  heartily  in  favor  of  giving  credit  for  Bible 
study  done  outside  the  public  schools." 

At  the  annual  convention  of  the  New  York  State  Sunday 
School  Association  at  Albany  during  the  middle  of  June, 
1916,  a  special  committee  was  appointed  to  study  the  matter 
and  confer  with  the  educational  authorities  of  the  state. 
The  committee  consists  of  Professor  Henry  S.  Jacoby  of 
Cornell  University,  Ithaca;  Dr.  Thomas  E.  Finegan,  deputy 
state  commissioner  of  education ;  Superintendent  Frank  D. 
Boynton  of  the  Ithaca  Public  Schools ;  Professor  F.  H.  Allen 
of  Colgate  University,  Hamilton ;  and  Mr.  Herbert  L.  Hill 
of  New  York  City. 

Great  impetus  was  lent  to  the  movement  by  the  indorse- 
ment given  it  by  Professor  Walter  S.  Athearn  of  Des  Moines, 
Iowa,  professor-elect  of  religious  education  at  Boston  Uni- 
versity, who  addressed  the  convention  on  the  subject  of  com- 
munity training  schools  for  Sunday  school  teachers.  He  sug- 
gested that  it  was  possible  so  to  dignify  the  work  done  by  such 
schools  that  its  courses  would  be  worthy  of  academic  credit, 
and  that  the  International  Intermediate  Graded  Course 
of  Lessons  might  be  credited  toward  graduation  from  the 
1  The  Times,  New  York,  February  21,  1916. 


150  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

high  schools  in  lieu  of  an  equivalent  amount  of  work  in 
English  literature  or  general  history.  He  stated  that  the 
plan  was  knocking  at  the  door  of  New  York  State  as  it  is 
knocking  at  the  door  of  every  state.  The  suggestion  was 
heartily  approved,  and  a  motion  was  passed  indorsing  the 
plan  and  asking  for  the  appointment  of  a  committee  to 
study  the  subject. 

Dr.  Joseph  Clark,  state  superintendent  of  the  associa- 
tion, wrote  on  June  12,  1916 :  "I  am  sure  I  voice  the  senti- 
ment of  a  million  Sunday  school  workers  in  the  Empire 
State  when  I  say  that  they  are  heartily  in  favor  of  high 
school  credit  for  Bible  study  done  outside  of  the  public 
schools." 

Both  the  New  York  City  and  the  New  York  State  asso- 
ciations of  Congregational  churches  took  favorable  action  in 
the  matter  in  May,  1916,  at  the  instigation  of  Edwin  Fairley, 
of  the  department  of  English  in  the  Jamaica  High  School. 

The  New  York  City  Association  of  Congregational 
Churches  adopted  the  following  resolution  on  May  11,  1916 : 
"Resolved,  That  the  New  York  City  Association  of  Congre- 
gational Churches  recommend  to  the  Regents  of  the  State 
of  New  York  and  to  the  Board  of  Superintendents  of  Edu- 
cation in  New  York  City  the  so-called  North  Dakota  plan 
of  Bible  study  for  high  schools  and  urge  the  adoption  of  the 
same  in  our  State  and  City.  That  we  call  on  other  religious 
bodies  to  take  similar  action." 

Similar  action  was  taken  by  the  New  York  State  Associa- 
tion of  Congregational  Churches  at  its  annual  conference  at 
Binghamton,  May  16,  1916,  at  the  instance  of  New  York 
City  members.  It  was  recommended  that  the  State  Board 
of  Regents  give  careful  consideration  to  the  granting  of  high 
school  credit  for  Biblical  study  done  outside  of  the  school. 

The  conditions  as  to  population  and  educational  organi- 
zation of  the  state  are  in  no  way  so  peculiar  or  so  different 


ADAPTATIONS  IN  ATLANTIC  STATES  151 

from  those  in  the  other  states  as  to  preclude  the  adoption 
of  the  plan.  The  educational  organization  of  the  state  is 
quite  similar  to  that  of  North  Dakota,  where  the  plan  has 
been  longest  applied  in  secondary  education.  In  North 
Dakota  there  is  a  central  State  Board  of  Education  corre- 
sponding in  some  degree  to  the  New  York  Board  of  Regents. 
The  local  school  boards  also  have  as  wide  latitude  in  New 
York  as  in  other  states  with  respect  to  the  choice  of  subjects 
that  shall  comprise  the  local  school  curriculum.  They  may 
set  their  own  standards  for  promotion  and  graduation. 

Dr.  Squires,  in  a  personal  letter  dated  March  10,  1916, 
gives  his  opinion  that  "If  the  Board  of  Regents  in  New 
York  would  adopt  an  outline  of  Bible  Study  similar  to  that 
which  we  have  in  North  Dakota,  which  has  recently  been 
adopted  in  Indiana,  as  an  elective  worthy  of  recognition  in 
the  high  school  course,  I  believe  that  a  good  many  of  the 
local  communities  would  take  it  up  and  that  they  would  not 
be  violating  any  law  or  fundamental  principle  of  our  Ameri- 
can government." 

President  Robert  L.  Kelly  of  Earlham  College,  Richmond, 
Indiana,  wrote  on  January  10,  1916,  "There  is  absolutely 
no  doubt  in  my  mind  but  that  this  plan  may  be  adapted  to 
conditions  in  the  State  of  New  York." 

Dr.  Irving  E.  Miller,  who  was  for  a  time  director  of 
religious  education  in  the  State  Teachers'  College  at  Greeley, 
Colorado,  where  the  plan  has  been  successfully  applied  in 
higher  education  since  1910,  has  already  made  use  of  a 
modification  of  the  Greeley  plan  in  Rochester  in  connection 
with  the  University  of  Rochester.1 

MASSACHUSETTS 

A  preliminary  plan  for  beginning  the  work  in  Massachu- 
setts has  been  formulated  by  General  Secretary  Hamilton  S. 
1  See  Chapter  XVI,  page  209. 


152         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Conant,  who  has  given  the  matter  considerable  attention. 
A  score  or  more  of  leaders  interested  in  the  subject  met  with 
the  Commissioner  of  the  State  Board  of  Education,  but 
their  views  of  what  they  desired  were  so  widely  divergent 
that  no  agreement  among  the  Protestants  could  be  found 
as  a  basis  for  approaching  their  Jewish  and  Catholic  brethren. 
The  wisdom  of  beginning  anything  of  the  kind  in  Massa- 
chusetts during  1916  was  questioned,  because  of  the  then 
pending  constitutional  amendment  concerning  the  appropria- 
tion of  any  public  funds  for  sectarian  purposes. 

CONNECTICUT 

The  State  Sunday  School  Association  of  Connecticut  ap- 
pointed a  committee  in  1914  to  consider  the  subject,  but 
General  Secretary  Wallace  I.  Woodin  wrote  on  December 
20,  1915,  that  the  committee  discovered  that  there  is  a  good 
deal  of  Bible  study  going  on  in  the  public  schools  of  the 
state,  and  that  it  would  be  a  very  difficult  matter  to  outline 
a  feasible  plan  of  Bible  credits. 

NORTH   CAROLINA 

The  religious  and  educational  leaders  of  North  Carolina 
are  considering  the  matter  of  school  credit  for  Bible  study, 
but  none  of  the  plans  for  Bible  study  correlated  with  the 
work  of  the  day  schools  have  yet  been  tried  out  in  the  state. 
Although  no  definite  action  has  been  taken,  the  State  Super- 
intendent of  Public  Instruction  is  understood  to  be  in  sym- 
pathy with  the  plan  and  has  had  it  presented  to  the  State 
Teachers'  Assembly.  Mr.  J.  Walter  Long,  general  secre- 
tary of  the  State  Sunday  School  Association,  wrote  on 
February  14,  1916:  "I  cannot  be  sure  how  soon  we  shall 
be  able  to  begin  work,  since  we  find  it  necessary  to  get  our 
Sunday  school  teachers  ready  for  a  piece  of  work  with  so 
much  merit  in  it,  and  to  that  end  we  are  addressing  our- 


ADAPTATIONS  IN  ATLANTIC  STATES  153 

selves  at  present.  To  do  this  we  are  setting  up  city  and 
community  training  schools  for  the  development  and  train- 
ing of  Sunday  school  leaders  and  teachers." 

SOUTH   CAROLINA 

The  matter  is  likely  to  be  taken  up  in  South  Carolina 
sometime  during  1916.  Mr.  R.  D.  Webb  of  Spartanburg, 
general  secretary  of  the  State  Sunday  School  Association, 
is  studying  the  subject  with  a  view  to  suggesting  a  plan  to 
the  public  school  authorities  and  to  the  executive  committee 
of  the  association. 

Mr.  Webb  wrote  on  January  27,  1916 :  "So  far  as  I  know 
nothing  particular  has  been  done  in  this  state  toward  secur- 
ing cooperation  between  the  public  schools  and  the  Sunday 
schools.  It  may  be  that  a  few  of  the  denominational  schools 
in  the  state  allow  credit  for  work  done  in  the  Sunday  schools, 
but  I  do  not,  as  yet,  know  definitely  about  it." 

NEW  JERSEY 

Nothing  definite  looking  to  recognition  of  Bible  study  by 
the  public  schools  has  been  done,  as  yet,  in  New  Jersey, 
although  the  subject  was  discussed  somewhat  in  East  Orange 
about  two  years  ago. 

PENNSYLVANIA 

As  yet  nothing  has  been  done  by  the  public  schools  in 
Pennsylvania  in  regard  to  giving  academic  credit  for  Bible 
study  in  the  church  schools.  The  matter  has  been  discussed, 
but  no  action  has  been  taken. 

Developments  may  be  expected  soon  at  Oil  City  in  this 
state,  for  the  Rev.  De  Witt  D.  Forward,  who  initiated  the 
credit  for  Bible  study  plan  at  Greeley,  Colorado,  is  now  a 
pastor  at  Oil  City.  In  the  fall  of  1916  he  had  promised  some 
"  Colorado  sunshine  on  the  horizon  of  education  "  in  the  form 


154  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

of  "Community  lectures  on  religious  education."  Reverend 
Father  William  O'Ryan,  who  had  urged  the  adoption  of  the 
plan  at  Denver,  and  Professor  Walter  S.  Athearn  of  Des 
Moines,  Iowa,  were  among  the  dozen  prominent  educators 
invited  to  address  the  public  and  Sunday  school  teachers  of 
the  city. 

DISTRICT  OF  COLUMBIA 

The  matter  has  not  been  discussed  by  the  Sunday  School 
Association  of  the  District  of  Columbia,  nor  has  any  move 
along  this  line  been  made  in  the  District.  Dr.  L.  A.  Sadler, 
secretary  of  the  association,  wrote  on  February  22,  1916 : 
"Aside  from  any  law  to  the  contrary,  lam  not  in  favor  of 
attempting  religious  education  in  the  public  schools  in  the 
old  way.  It  does  not  accomplish  anything.  I  do  not  know 
how  much  could  be  expected  from  the  new  plan.  At  least 
it  would  be  a  step  in  the  right  direction." 


CHAPTER  ELEVEN 

Adaptations  in  Southern  States 

IN  the  western  division  of  the  Southern  states,  we  have 
seen  that  the  Greeley  plan  of  giving  credit  toward  gradua- 
tion from  a  state  institution  of  higher  education  has  been 
applied  at  the  State  University  of  Texas.  High  school  credit 
for  Bible  study  is  being  given  in  certain  localities  in  Texas, 
Oklahoma,  and  Arkansas. 

TEXAS 

A  plan  patterned  after  the  Colorado  plan  for  giving  such 
credit  in  the  high  schools  of  Texas  has  been  perfected. 
Some  five  or  six  cities  of  the  state  give  credit  in  their  high 
schools  for  Bible  courses  pursued  outside  of  the  schools. 
Austin,  the  capital  city,  adopted  a  plan  similar  to  the  Colo- 
rado plan  in  1914.  During  the  following  school  year  two 
hundred  high  school  students  enrolled  in  the  various  classes. 

A  "Plan  of  Bible  Study  for  High  School  Credits  with 
Syllabus  of  Bible  Lessons"  was  put  forth  in  January,  1916, 
by  a  State  Commission  on  Religious  Education,  composed  of 
thirty-two  educational  leaders  from  seventeen  different  de- 
nominations and  religious  organizations,  with  the  approval 
of  State  Superintendent  of  Public  Instruction  W.  F.  Doughty. 

This  plan  has  been  adopted  in  Austin,  Georgetown,  Fla- 
tonia,  Belton,  and  Texas  City.  A  number  of  other  cities 
are  considering  the  subject.  Belton,  a  town  of  three  thou- 
sand inhabitants,  has  given  such  credits  with  success  for 
two  years. 

Professor  Frederick  Eby  of  Austin,  a  member  of  the  faculty 
of  the  State  University,  is  chairman  of  the  commission  which 
is  promoting  the  idea.  He  wrote  on  December  29,  1915, 
that  the  plan  was  winning  its  way  into  favor  and  had  proved 

155 


156         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

to  be  "the  best  plan  in  our  part  of  the  country  for  solving 
the  great  problem." 

The  course  of  study  is  practically  the  same  as  the  graded 
lessons  for  the  intermediate  department  prepared  by  the 
International  Sunday  School  Association,  and  has  been 
copied  without  change  from  the  syllabus  approved  by  the 
joint  committee  on  Bible  study  for  high  schools  of  Colorado. 
While  the  commission  does  not  recommend  the  lesson  helps 
published  by  the  various  denominational  publishing  houses, 
yet  as  far  as  these  houses  have  prepared  lesson  helps  for  the 
graded  lesson  series,  they  will  be  available  for  the  course. 
It  is  the  intention  of  the  commission  to  leave  the  field  wide 
open  for  the  selection  of  any  kind  of  lesson  materials  that 
will  best  realize  the  aim  of  the  course  and  cover  the  ground 
indicated  in  the  outline. 

In  explanation  of  the  plan  the  commission  states  that  it 
does  not  ask  the  state  to  teach  the  Scriptures,  but  that  it 
merely  desires  high  schools  to  credit  as  part  of  the  student's 
course  the  genuine  information  he  has  secured  from  his 
Sunday  school  teachers.  "Let  it  be  clearly  understood  the 
teaching  is  not  done  in  the  public  schools,  but  in  the  churches, 
homes,  or  any  other  private  place;  the  responsibility  does 
not  rest  upon  the  public  school  authorities,  but  upon  the 
religious  leaders." 

It  is  specified  that  the  instruction  should  conform  to  the 
following  conditions:  Teachers  who  give  such  a  Biblical 
course  must  hold  a  first-grade  state  certificate,  or  in  the 
absence  of  a  certificate  must,  in  the  judgment  of  the  city 
superintendent  of  schools  and  the  committee  on  teachers, 
possess  the  training  represented  by  such  a  certificate.  At 
least  forty  consecutive  minutes  of  class  instruction  must  be 
given  each  week  for  a  term  of  nine  months.  There  must  also 
be  provided  a  separate  room,  to  insure  proper  conditions  of  at- 
tention, adequate  maps  of  Palestine  and  vicinity,  and  a  black- 


ADAPTATIONS  IN  SOUTHERN  STATES         157 

board  adequate  in  size.  A  reference  library,  though  not  at 
this  time  required,  is  urged  as  essential  to  the  best  results. 

The  city  high  school  may  offer  one  or  more  units  of  credit 
toward  graduation  for  the  work  done  in  a  course  in  the  study 
of  the  Bible.  It  is  stated  that  not  less  than  one  half  unit  of 
credit  should  be  counted.  No  credit  will  be  granted  until 
the  student  has  passed  an  examination  satisfactory  to  the 
high  school  authorities. 

Questions  for  the  examination  may  be  suggested  by  all 
the  teachers  engaged  in  the  work  for  credit,  but  the  city 
superintendent  of  schools,  or  whatever  other  person  the 
city  school  board  may  direct,  is  to  make  out  all  the  final 
examination  questions.  The  papers  are  to  be  graded  by  any 
one  authorized  by  the  city  superintendent  of  schools. 

OKLAHOMA 

Certain  high  schools  in  the  state  of  Oklahoma  give  credit 
toward  graduation  for  Bible  study  conducted  in  the  church 
schools  and  elsewhere,  and  some  colleges  accept  the  units  of 
credit  thus  earned  as  they  do  other  units  in  their  entrance 
requirements.  We  noted  in  Chapter  IV  that  credit  is  given 
in  the  state  normal  schools  of  Oklahoma  for  Bible  study  in 
church  schools  throughout  the  academic  year,  and  that  such 
courses  are  given  in  the  summer  sessions  of  these  schools. 

R.  H.  Wilson,  state  superintendent  of  public  instruction, 
has  commended  the  plan  and  encouraged  it.  He  wrote  on 
March  13,  1916 :  "I  took  the  stand  with  our  Board  of  Edu- 
cation a  year  ago  that  we  should  permit  the  teaching  of  the 
undisputed  parts  of  the  Bible  and  give  credit  for  it  in  the 
schools.  ...  I  heartily  indorse  the  plan."  The  State 
Board  of  Education  is  said  to  favor  giving  credit  for  Bible 
study  from  the  university  down. 

The  plan  has  been  working  for  three  years  at  the  city  of 
Muskogee.    Edwin  S.  Monroe,  superintendent  of  the  Musko- 


158         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

gee  public  schools,  started  this  work  in  Oklahoma,  and  C.  B. 
Smith,  principal  of  Washington  School  in  this  city,  is  push- 
ing it.  The  Rev.  W.  S.  Wiley,  field  secretary  of  the  Sunday 
School  Board,  Southern  Baptist  Convention,  whose  head- 
quarters are  at  Muskogee,  also  is  urging  the  matter  both 
locally  and  throughout  the  entire  south. 

At  Muskogee  the  classes  are  conducted  outside  the  public 
school  buildings,  generally  in  some  church,  although  other 
convenient  places  are  used.  One  class  is  conducted  in  the 
Carnegie  Library.  The  classes  are  conducted  by  the  different 
ministers  of  the  city.  Practically  all  the  Protestant  churches 
have  classes.  A  Jewish  class  which  studies  only  the  Old 
Testament  is  conducted  by  a  woman.  The  pupils  are  given 
the  privilege  of  choosing  their  place  of  recitation  and  study. 

The  course  prescribed  is  divided  into  two  parts :  First, 
The  Life  of  Christy  by  Keedy,  and  second,  The  Heroes  of  the 
Old  Testament,  by  Keedy.  The  completion  of  each  of  these 
studies  is  given  one  half  unit  of  credit  toward  graduation. 
In  the  prosecution  of  this  Bible  study,  the  pupil  must  devote 
one  hour  each  week  for  thirty-six  weeks  to  the  study,  making 
as  thorough  preparation  for  the  work  as  he  does  for  any 
other  of  his  studies.  In  addition  to  the  recitation,  there  is 
assigned  collateral  reading,  map  drawing,  theme  writing, 
etc.  The  teacher  of  each  class  keeps  a  record  of  attendance 
and  daily  grade.    The  course  is  elective  and  optional. 

There  are  two  examinations :  one  at  mid-year,  the  other 
at  the  close  of  the  year's  work.  The  first  one  is  given  by 
the  class  teacher  without  reference  to  any  other  class.  The 
second  one  covers  the  work  of  the  whole  year  and  the  ques- 
tions are  uniform  for  all  classes  in  the  city. 

At  the  close  of  the  school  year,  a  thorough  test  as  to  the 
student's  knowledge  of  the  work  covered  is  made,  as  in 
any  other  study.  The  persons  conducting  the  work  come 
together  in  the  office  of  the  superintendent  of  public  schools, 


ADAPTATIONS  IN  SOUTHERN  STATES         159 

bringing  with  them  a  number  of  suggestive  examination 
questions.  These  are  read  aloud,  and  if  there  is  any  objec- 
tion to  any  question,  that  question  is  eliminated.  From  all 
the  questions  remaining  the  questions  for  the  examination 
are  selected.  This  method  of  procedure,  besides  eliminating 
objectionable  questions,  tests  the  character  of  the  teaching 
as  well  as  the  knowledge  of  the  pupil. 

After  the  questions  are  selected,  members  of  all  the  classes 
assemble  and  take  the  examination  under  public  school 
auspices.  The  papers  are  returned  to  the  respective  teachers 
of  the  classes  for  grading  and  certification  and  are  placed  on 
the  permanent  records  of  the  high  school.  The  pupil  must 
make  an  average  of  eighty  per  cent  on  this  test,  and  in  addi- 
tion he  must  make  an  average  of  eighty  per  cent  in  his 
class  recitations. 

Mr.  Smith  wrote  on  February  29,  1916,  that  the  plan  was 
working  well.  "It  is  the  Superintendent's  deep  conviction," 
said  Mr.  Smith,  "that  the  study  of  the  Bible  in  our  public 
schools  should  at  least  rank  in  importance  with  the  study  of 
Shakespeare."  He  said  that  about  two  hundred  pupils  had 
taken  advantage  of  the  credit  offered  for  Bible  study  and 
that  there  were  about  one  hundred  and  twenty  taking  the 
course  at  the  time  he  wrote. 

In  a  pamphlet  describing  the  work,  Mr.  Wiley  says : 
"The  results  are  very  satisfactory  in  many  ways.  There  is 
an  increased  interest  in  Bible  study  throughout  the  city; 
the  ministers  have  been  brought  into  closer  touch  with  the 
school  life  of  the  city,  which  is  a  needed  thing  throughout 
the  country.  The  school  principals,  teachers,  and  pupils 
have  been  brought  to  see  the  value  of  the  Bible  in  education 
as  never  before,  and  the  moral  toning  up  of  the  school  life  is 
to  be  seen  on  every  hand." 

Mr.  Wiley  wrote  on  March  6,  1916,  that  he  considered  the 
matter  of  credit  for  Bible  study  the  "livest  proposition  before 


160         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

our  churches  to-day."  He  said  the  Muskogee  plan  had 
proved  very  satisfactory,  and  that  the  people  of  his  denomi- 
nation—  the  Baptists  —  throughout  the  entire  South  have 
"swung  into  line." 

At  Antlers  the  superintendent  of  schools,  E.  L.  Rodman, 
has  been  giving  credit  for  Sunday  school  attendance  for 
some  time. 

The  matter  was  before  the  annual  convention  of  the  Okla- 
homa State  Sunday  School  Association  in  1915,  and  a  Col- 
lege Committee  was  appointed  to  work  out  a  scheme  of  cor- 
related Bible  study  with  the  high  schools  and  normal  schools. 
Action  was  temporarily  delayed  by  the  removal  from  the 
state  of  the  chairman  of  the  committee.  A  committee  was 
subsequently  appointed  by  the  Oklahoma  Educational  Asso- 
ciation, headed  by  President  Charles  W.  Briles  of  the  normal 
school  at  Ada.  This  committee  suggested  a  plan  to  the 
State  Sunday  School  Association  in  the  spring  of  1916,  which 
provided  for  the  adding  of  supplementary  credits  to  the 
average  grade  of  the  pupils  in  the  elementary  public  schools.1 

President  Briles  wrote  on  February  3,  1916:  "The  work 
is  growing  more  popular  all  the  while."  In  the  June,  1916, 
issue  of  Religious  Education,  page  286,  he  said:  "In  the 
high  schools  and  in  all  the  institutions  of  higher  learning, 
plans  should  be  formulated  whereby  credit  toward  gradua- 
tion should  be  given  for  work  done.  For  all  pupils  in  high 
schools  and  institutions  of  higher  learning  regular  courses  of 
Bible  study  should  be  offered,  and  for  this  work  academic 
credit  toward  graduation  should  be  given.  The  plan  should 
provide  that  there  shall  be  a  four-years  elective  course  of 
Bible  study  for  the  high  school  and  normal  school  pupils, 
which  should  be  adapted  to  the  unfolding  life  of  the  pupils 
and  correlated  with  the  curriculum  of  the  high  school." 

Mr.  C.  H.  Nichols,  general  secretary  of  the  State  Sunday 
1  See  Chapter  XII,  page  170. 


ADAPTATIONS  IN  SOUTHERN  STATES         161 

School  Association,  wrote  on  January  21,  1916:   "We  hope 
soon  to  reach  the  desired  goal." 

ARKANSAS 

Since  the  fall  of  1914,  Conway,  Arkansas,  has  had  a  four- 
years  course  in  Bible  study  for  use  in  Sunday  schools,  for 
which  a  credit  of  one  unit  is  allowed  in  the  high  school  course. 
The  examination  is  conducted  by  high  school  teachers. 

Superintendent  J.  P.  Womack,  of  the  Conway  public 
schools,  wrote  on  December  30,  1915 :  "Our  plan  of  Bible 
study  has  been  only  partially  successful,  (1)  because  of  the 
difficulty  of  securing  the  right  sort  of  teachers,  (2)  because 
the  plan  involves  the  breaking  up  of  existing  classes  and 
the  formation  of  new  ones  with  no  sufficiently  strong,  cement- 
ing principle  —  the  classes  lack  solidarity,  (3)  because  there 
is  too  little  time  given  in  the  ordinary  Sunday  school  to  do 
real  work,  (4)  because  of  a  lack  of  lesson  'helps,'  etc.  This 
year  we  are  trying  a  change.  Our  pupils  stay  in  their 
classes  and  do  regular  work,  then  take  an  examination  at 
stated  intervals.     It  is  too  early  to  predict  the  results." 

In  the  eastern  division  of  the  southern  states,  credit  for 
Bible  study  is  offered  in  at  least  two  states,  with  the  approval 
of  the  state  educational  authorities,  and  the  plan  is  under 
consideration  in  other  states. 

MISSISSIPPI 

Mississippi  has  a  "Plan  of  Affiliation"  between  Sunday 
schools  and  high  schools  designed  to  promote  an  interest  in 
the  study  of  the  Bible,  which  was  worked  out  by  a  joint 
committee  from  the  State  Teachers'  Association  and  the 
State  Sunday  School  Association,  and  then  adopted  by  both 
organizations. 

In  1914  the  State  Sunday  School  Association  appointed  a 


162         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

committee  to  confer  with  a  like  committee  which  the  De- 
partment of  High  Schools  and  Colleges  of  the  State  Teachers' 
Association  was  asked  to  appoint,  and  to  report  a  year 
thereafter  a  plan  of  affiliation  that  would  be  satisfactory  to 
the  educational  authorities  of  the  state. 

At  the  meeting  of  the  State  Teachers'  Association  held 
in  Jackson  in  May,  1914,  Superintendent  D.  C.  Hull,  of  the 
Meridian  public  schools,  reported  before  the  department  men- 
tioned above  the  action  of  the  State  Sunday  School  Associa- 
tion and  moved  the  appointment  of  the  suggested  committee. 
The  committee  appointed,  with  Superintendent  Hull  as 
chairman,  conferred  and  agreed  upon  a  report  which  was 
considered  and  adopted  by  the  parent  bodies  at  their  1915 
meetings.  A  bulletin  outlining  the  plan  of  affiliation  was 
issued  in  the  latter  part  of  1915,  and  several  affiliated  groups 
are  at  work  in  different  parts  of  the  state. 

The  plan  of  cooperation  agreed  upon  is  a  very  simple  one. 
The  high  school  offers  credit  toward  graduation  for  work 
done  in  denominational  Sunday  schools  on  a  course  of  study 
in  the  Bible.  The  students  meet  in  their  Sunday  schools 
and  are  taught  by  teachers  of  their  own  faith.  The  teacher 
placed  in  charge  of  the  group  working  for  high  school  credit 
must  have  the  qualifications  prescribed  by  the  Southern 
Association  of  Colleges  and  Preparatory  Schools  for  High 
School  Teachers,  or,  in  lieu  thereof,  such  qualifications  as 
may  be  satisfactory  to  the  authorities  of  the  high  school  in 
which  credit  is  desired.  The  equivalent  of  thirty-six  recita- 
tions of  forty-five  minutes  each  is  the  minimum  require- 
ment for  a  year's  work.  If  the  length  of  the  period  must  be 
shorter,  the  number  of  periods  must  be  correspondingly 
greater. 

The  course  of  study  may  be  based  upon  the  International 
Sunday  School  Lessons,  Graded  Series,  or  such  other  lesson 
outlines  as  may  best  suit  the  different  churches.    The  fol- 


ADAPTATIONS  IN  SOUTHERN  STATES         163 

lowing  outline  of  six  courses  is  suggested  for  the  benefit  of 
those  desiring  to  use  it: 

1.  Old  Testament  History  from  the  call  of  Abraham  to 

the  death  of  Moses. 

2.  Old  Testament  History  from  the  conquest  of  Canaan 

to  the  captivity  of  Judah. 

3.  Old  Testament  Biography,  including  the  lives  of  the 

Major  Prophets  and  their  works. 

4.  Old  Testament  Biography,  including  the  lives  of  the 

Minor  Prophets  and  their  works. 

5.  The  Four  Gospels. 

6.  The  Life  and  Letters  of  the  Apostle  Paul. 

When  the  course  is  completed,  the  high  school  principal, 
or  some  one  authorized  by  him,  conducts  an  examination, 
based  upon  the  facts  involved.  The  questions  must  be  so 
framed  as  to  admit  of  answers  without  regard  to  the  particu- 
lar religious  belief  to  which  the  student  adheres.  The 
teachers  of  the  several  groups  in  a  community  may  suggest 
questions  for  the  examination,  but  it  is  the  prerogative  of 
the  principal  of  the  high  school,  or  of  some  one  appointed 
by  him,  to  make  up  the  final  list  of  questions,  to  conduct  the 
examination,  and  to  grade  the  papers.  Each  year's  work, 
when  satisfactorily  completed,  is  given  the  credit  value  of 
one  fourth  of  a  unit,  provided  that  the  total  credits  recog- 
nized shall  not  be  less  than  one  half  unit  or  more  than  one  unit. 

A  "Committee  of  Promotion"  has  been  selected,  includ- 
ing in  its  membership  the  State  Superintendent  of  Public 
Instruction,  presidents  of  several  colleges  of  the  state,  super- 
intendents of  city  schools,  a  Jewish  rabbi,  and  two  bishops 
of  the  Catholic  church. 

ALABAMA 

In  Alabama  a  plan  for  granting  credit  in  the  public  schools 
of  the  state  was  adopted  in  December,  1915,  by  a  committee 


164         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

including  the  state  superintendent  of  education.  This  plan, 
which  is  essentially  different  from  the  plans  heretofore  con- 
sidered, is  set  forth  in  the  next  chapter. 

LOUISIANA 

In  Louisiana  a  commission  has  been  appointed  by  the 
State  Sunday  School  Association  to  investigate  thoroughly 
the  matter  of  high  school  credits  for  Bible  study,  and  report 
back  to  the  State  Convention.  The  commission  is  at  work 
on  the  subject  and  is  expected  to  report  during  the  year  1916. 

KENTUCKY 

The  matter  is  under  consideration  by  the  Educational 
Committee  of  the  Kentucky  Sunday  School  Association. 
Dr.  W.  J.  McGlothlin,  of  the  Southern  Baptist  Theological 
Seminary  at  Louisville,  is  working  on  a  plan  to  submit  to 
the  committee  and  to  the  public  school  superintendents. 

FLORIDA 

General  Secretary  R.  C.  Weidler,  of  the  Florida  Sunday 
School  Association,  wrote  on  February  28,  1916,  that  the 
leaders  in  that  state  had  begun  to  talk  about  the  matter. 
He  says,  "I  can  assure  you  that  we  stand  ready,  whenever 
the  time  seems  ripe,  to  branch  out  along  these  lines." 

TENNESSEE 

The  matter  of  giving  school  credits  for  outside  Bible  study 
is  under  consideration  in  Tennessee,  although  nothing  defi- 
nite has  yet  been  done.  Joseph  Carthel,  general  secretary 
of  the  State  Sunday  School  Association,  wrote  on  February 
25,  1916,  that  it  was  his  intention  to  take  the  matter  up  in 
the  spring.  State  Superintendent  Samuel  W.  Sherrill  wrote 
on  March  2,  1916:    "I  am  in  favor  of  this,  provided  the 


ADAPTATIONS  IN  SOUTHERN  STATES         165 

Bible  study  can  be  properly  graded  so  that  it  will  not  cheapen 
or  lower  our  standard  of  efficiency." 

An  effort  was  made  in  Nashville  during  1915  to  institute 
some  such  plan.  Superintendent  J.  J.  Keyes  of  the  city 
schools  was  in  perfect  accord  with  the  plan,  but  the  lack  of 
agreement  among  the  leading  pastors  of  the  city  prevented 
action.  The  initiative  came  from  some  of  the  pastors  of 
the  city  who  sought  to  have  credit  given  students  for  out- 
side study  in  Bible  history.  An  informal  meeting  of  the 
pastors  was  held,  and  a  committee  was  appointed  to  present 
the  matter  to  the  board  of  education.  After  considerable 
discussion  the  matter  was  referred  to  the  Instruction  Com- 
mittee, it  being  stated  that  this  committee  would  meet  with 
the  committee  of  clergymen  at  any  time  they  might  designate. 


CHAPTER  TWELVE 
The  Plan  Extended  to  Elementaby  Education 

THERE  has  been  adopted  or  considered  in  some  places  a 
modification  of  the  plan  of  giving  credit  for  Bible  study, 
which  consists  of  adding  certain  points  to  the  average  stand- 
ing of  the  students  in  the  public  schools,  or  to  the  standing 
attained  in  some  specific  subject  for  regularity  of  attendance 
at  some  church  school.  This  method  is  essentially  different 
from  the  plan  first  applied  in  Colorado  and  North  Dakota. 
It  is  a  recognition  by  the  public  schools  of  the  educational 
value  of  Bible  study  and  may  lead  to  the  giving  of  credit 
for  satisfactory  work  done  in  the  church  schools.  It  has 
the  advantage  that  it  encourages  Bible  study  by  pupils  in 
the  grammar  or  elementary  schools. 

This  plan  is  being  tried  in  the  state  of  Alabama  and  in  a 
small  way  in  California,  and  has  been  recommended  in 
Oklahoma. 

ALABAMA 

In  Alabama  both  grammar  and  high  schools  are  included 
in  the  plan.  Recognition  is  conditioned  upon  the  pupil's 
regularity  of  attendance  at  the  church  school,  satisfactory 
lesson  study,  and  general  deportment.  Necessary  restric- 
tions and  regulations  in  detail  are  determined  by  the  local 
school  boards. 

Birmingham,  in  the  fall  of  1915,  was  the  first  city  in 
Alabama  to  effect  cooperation  between  the  public  schools 
and  the  church  schools  in  the  matter  of  public  school  credit 
for  Bible  study.  Montgomery  came  next  with  a  plan  differ- 
ing in  some  details  from  the  plan  followed  at  Birmingham. 

Credit  was  given  at  Birmingham  for  satisfactory  work 
done  outside  of  the  public  schools  in  vocal  expression  and 
in  piano  and  other  musical  instruments  under  private  in- 

166 


PLAN  EXTENDED  TO  ELEMENTARY  EDUCATION  167 

struction.  Credit  was  also  given  for  work  done  in  home 
economics  and  in  manual  training.  Creditable  work  in  cook- 
ing, sewing,  and  the  like  was  given  credit  when  attested  by 
parents.  Shop  work,  home  gardening,  poultry  raising,  and 
other  industrial  activities  likewise  were  credited.  Dr.  J.  H. 
Phillips,  superintendent  of  the  city  schools,  simply  took  the 
logical  step  and  extended  the  credit  system  to  the  field  of 
Bible  study. 

A  pupil  in  the  public  schools  of  Birmingham  who  has  taken 
Biblical  courses  under  approved  and  qualified  teachers  and 
who  desires  to  receive  credit  therefor,  may  present  to  the 
principal  of  his  school  in  January  and  in  May  a  certificate 
signed  by  his  Sunday  school  teacher  and  countersigned  by 
the  superintendent  of  the  Sunday  school,  indicating  that 
the  pupil  has  attended  not  less  than  thirteen  out  of  eighteen 
class  periods  devoted  to  Sunday  school  work  during  a  half 
school  year,  that  the  pupil  has  been  diligent  and  faithful 
and  has  made  satisfactory  progress,  and  that  he  is  accord- 
ingly recommended  for  credit.  Upon  the  receipt  of  this 
certificate,  the  principal  approves  it  and  directs  the  pupil's 
public  school  teacher  to  make  record  of  his  supplementary 
credits,  provided  that  the  pupil,  if  in  the  high  school,  shall 
not  fall  below  sixty  per  cent  in  English  for  the  half  year  or, 
if  in  the  elementary  schools,  below  sixty  per  cent  in  all  the 
regular  studies  of  his  class  for  the  half  year,  and  provided 
that  the  pupil's  character  and  deportment  shall  be  deemed 
worthy  and  exemplary. 

The  supplementary  credit  which  the  high  school  student 
may  have  added  to  his  standing  in  English  amounts  to  five 
per  cent  of  his  total  rating  in  that  subject  for  the  half  year. 
The  elementary  school  pupil  may  receive  a  supplementary 
credit  of  one  point,  which  is  added  to  his  general  average 
standing  in  all  his  regular  school  studies  for  the  half  year. 

The  Birmingham  Board  of  Education  says,  on  a  card 


168         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

explaining  the  plan,  that  it  believes  that  all  educational 
agencies  which  seek  the  development  of  our  youth  and  the 
betterment  of  community  life  should  work  in  cooperation. 
It  also  states  its  belief  that  encouragement  and  recognition 
should  be  given  by  the  public  schools  to  the  efforts  of  Sun- 
day schools  and  other  institutions  which  give  religious  in- 
struction to  the  youth.  Such  religious  instruction  can  be 
correlated  with  the  work  of  the  public  schools,  it  is  said,  in 
entire  harmony  with  the  principles  of  religious  liberty. 

The  plan  followed  at  Montgomery  differs  only  in  some 
details  from  the  Birmingham  plan.  In  both  the  grammar 
and  high  schools  the  credit  that  is  allowed  is  five  points  for 
the  year,  which  may  be  applied  as  supplementary  credits  to 
whatever  branch  of  study  the  pupil  may  elect.  It  is  required, 
as  in  Birmingham,  that  the  pupil  must  not  fall  below  sixty 
per  cent  in  English  if  in  the  high  school,  and  that  his  general 
average  must  not  fall  below  that  figure  if  in  the  grades. 

The  "Plan  for  Alabama,"  which  recommends  the  grant- 
ing of  supplementary  credits  in  public  schools  to  those 
pupils  doing  satisfactory  work  in  Sunday  school,  was  adopted 
December  28, 1915,  by  a  Committee  on  Public  School  Credits 
appointed  by  the  executive  committee  of  the  Alabama  Sun- 
day School  Association  on  November  10,  1915.  The  com- 
mittee was  composed  of  Hon.  W.  F.  Feagin,  state  superin- 
tendent of  education ;  Dr.  George  H.  Denny,  president  of 
the  University  of  Alabama ;  Dr.  J.  M.  Shelburne,  president 
of  Howard  College ;  P.  E.  Green,  educational  superintend- 
ent for  Alabama  of  the  Presbyterian  church;  and  Leon  C. 
Palmer,  general  secretary  of  the  State  Sunday  School  Asso- 
ciation. By  action  of  the  executive  committee  of  the  State 
Sunday  School  Association,  the  plan  is  being  brought  to  the 
attention  of  educational  leaders  throughout  the  state  with  a 
view  to  its  general  adoption. 

No  special  course  of  study  is  prescribed,  equal  recognition 


PLAN  EXTENDED  TO  ELEMENTARY  EDUCATION  169 

being  given  the  course  prescribed  by  each  denomination  or 
religious  faith.  Mr.  Palmer,  however,  points  out  that  pupils 
in  Protestant  Sunday  schools  who  study  the  International 
Graded  Lessons  will  have  a  great  advantage  over  those  who 
study  the  uniform  lessons,  because  of  the  definiteness  of  the 
graded  work  and  of  the  ease  with  which  the  tests  may  be 
applied. 

The  Alabama  plan  has  met  with  enthusiastic  indorsement 
by  all  denominations.  The  Pastors'  Union  and  the  Sunday 
School  Association  of  Birmingham  have  indorsed  and  com- 
mended it.  The  Sunday  schools  are  using  the  method  suc- 
cessfully both  to  secure  regular  attendance  and  to  improve 
their  instruction  and  increase  their  efficiency.  Mr.  Palmer 
wrote  on  March  28,  1916,  "So  far  as  we  can  judge  at  present 
the  plan  is  working  excellently." 

Besides  Birmingham  and  Montgomery,  some  of  the  smaller 
towns  of  the  state  have  adopted  the  Plan  for  Alabama. 
Mobile  and  Selma  are  likely  to  adopt  it.  Mr.  Palmer  wrote, 
"We  are  not  urging  the  cities  to  adopt  it  any  more  rapidly 
than  they  wish,  as  we  want  to  observe  the  workings  of  it  so 
as  to  have  a  definite  statement  to  make." 

Since  the  supplementary  credits  are  given  to  all  religious 
faiths  alike,  whatever  course  of  instruction  they  may  pre- 
scribe, no  occasion  for  opposition  is  afforded  on  denomina- 
tional grounds.  Hebrews,  Catholics,  and  Protestants  alike 
are  cooperating,  and  none  have  raised  objections  to  the  plan. 
It  has  been  indorsed  by  the  State  Hebrew  Religious  Educa- 
tional Society  and  by  the  State  Sunday  School  Association. 

Mr.  Palmer  wrote  on  January  1,  1916:  "I  understand 
that  there  has  been  no  objection  raised  by  either  Jews  or 
Catholics  to  the  plan.  .  .  .  Educational  institutions  have 
the  right  under  proper  restrictions  to  recognize  and  give 
credit  for  educational  work  done  in  other  institutions. 
That  is  the  basis  upon  which  these  credits  are  given.", 


170         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Mr.  Palmer  wrote  again  on  March  28,  1916,  that  the 
Plan  for  Alabama  was  receiving  full  support  from  both  Jews 
and  Catholics.  He  added:  "A  few  days  ago  I  received  a 
note  from  the  leading  Catholic  priest  in  this  city  (Mont- 
gomery) expressing  cordial  interest  and  cooperation  in  the 
plan,  and  I  understand  that  both  here  and  in  Mobile  (where 
the  matter  is  under  consideration)  one  of  the  leading  movers 
in  favor  of  it  has  been  the  Jewish  rabbi." 

THE   OKLAHOMA   PLAN 

In  Oklahoma  the  committee  headed  by  President  Briles 
suggested  that  five  per  cent  advance  be  given  upon  the 
average  grade  for  the  year  made  by  a  pupil  in  any  grade  of 
the  public  school.  This  credit  is  to  be  given  for  regular 
attendance  upon  the  church  school  with  which  the  pupil 
voluntarily  affiliates,  reasonable  diligence  in  preparation  of 
the  lessons,  as  shown  by  promptness  in  recitation  in  the 
class,  and  manifestation  of  the  proper  attitude  toward  the 
work  in  the  class. 

It  is  stipulated  that  the  same  rules  for  attendance  shall 
obtain  as  apply  to  the  public  school  which  the  child  attends. 
By  "a  manifestation  of  the  proper  attitude  toward  the  work 
of  the  Bible  study  class"  is  meant  that  the  conduct  and 
general  attitude  of  the  pupil  toward  the  work  shall  be  such 
as  should  be  required  in  the  public  school.  Upon  the  receipt 
of  a  statement  from  the  superintendent  of  the  church  school 
certifying  to  the  conditions  indicated,  President  Briles 
would  advance  the  grade  in  the  public  school  five  per  cent. 
It  is  provided  that  the  teacher  in  charge  of  the  Bible  class 
should  be  qualified  to  do  acceptable  work  as  a  class  instructor. 

Concerning  the  peculiar  feature  of  the  Oklahoma  plan, 
President  Briles  says :  "The  annual  average  grade  of  a  pupil 
in  any  grade  of  the  public  school,  reckoned  upon  the  basis 
of  100  per  cent,  represents  an  amount  of  required  useful 


PLAN  EXTENDED  TO  ELEMENTARY  EDUCATION  171 

knowledge  and  of  mental  development,  resulting  from  ex- 
penditure of  effort  in  work  accomplished.  It  is  not  unreason- 
able to  conclude  that  an  additional  hour  given  to  the  study 
of  the  Bible  in  the  Sunday  school  would  result  in  the  acquisi- 
tion of  additional  useful  knowledge  and  mental  development. 
In  addition,  therefore,  to  the  grade  received  for  the  work 
done  in  the  prescribed  course  in  the  public  school,  upon  the 
theory  of  relative  value  of  subjects,  the  five  per  cent  advance 
would  easily  be  justified.  This  will  afford  an  incentive  to 
every  pupil  who  is  ambitious  to  excel,  to  identify  himself 
with  the  work  of  some  Sunday  school  and  thus  receive  the 
additional  advantage  in  securing  an  advance  in  the  percent- 
age grade  of  his  work  for  the  year."  * 

Concerning  the  Alabama  plan,  Mr.  Palmer  wrote  as  fol- 
lows: "Perhaps  the  term  'supplementary'  credit  for  Bible 
study  is  not  a  fortunate  expression.  The  situation,  how- 
ever, seems  to  us  to  be  about  as  follows :  It  is  impossible  on 
account  of  constitutional  and  denominational  difficulties  to 
have  a  course  in  the  study  of  the  Bible  and  of  religion  quoted 
as  one  of  the  regular  courses  in  the  schools  and  to  give  credit 
for  the  study  of  such  subject  as  a  separate  course  in  said 
school.  This  being  the  case,  the  only  alternative  would 
seem  to  be  to  add  to  the  pupil's  grading  in  his  regular  curric- 
ulum such  credits  as  he  may  earn  by  this  Bible  study, 
without  attempting  to  rank  it  as  a  separate  subject  in  the 
curriculum.  If  it  is  a  study  of  legitimate  educational  value, 
there  is  no  reason  why  his  mark  in  that  subject  (since  for  the 
reason  stated  above  it  cannot  be  listed  as  a  separate  subject) 
should  not  be  allowed  to  raise  his  general  school  standing. 
As  the  plan  is  operated  in  Birmingham,  he  is  required  (in 
the  high  school)  to  apply  this  credit  to  his  English  grade 
because  it  is  considered  that  the  study  of  the  Bible  has  a 
literary   value.     Montgomery,    however,    does   not   require 

1  Religious  Education,  June,  1916,  page  286. 


172         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

this.  I  had  a  talk  a  few  days  ago  with  Mr.  Floyd,  the 
superintendent  of  schools  of  Montgomery,  and  discussed 
this  point.  He  mentioned  the  fact  that  it  seemed  to  some 
persons  a  little  out  of  place  that  the  credit  earned  by  a  pupil 
in  Bible  study  should  be  allowed  to  apply  to  mathematics, 
for  example,  if  the  pupil  so  desired;  this  phase  of  it  was 
discussed  in  full  by  the  School  Board  and  they  took  the 
position  that  a  man  is  a  better  mathematician,  a  better 
chemist,  or  indeed  anything  else,  if  he  is  a  moral  man  and 
has  had  moral  training,  and  so  the  slight  additional  credit 
that  a  pupil  would  in  some  instances  gain  on  his  mathe- 
matics or  science  course,  if  he  elected  to  apply  the  Bible 
study  credit  that  way,  would  not  be  out  of  harmony  with 
the  best  educational  theory.  However,  this  represents  of 
course  an  extreme  case. 

"If  it  was  thought  best,"  Mr.  Palmer  suggests,  "the 
School  Board  could  require  that  in  order  for  a  pupil  to 
receive  this  Bible  study  credit  in  a  subject  he  must  already 
have  made  a  passing  mark  in  that  subject,  so  that  his  Bible 
study  would  not  pass  him  if  he  would  otherwise  have  failed, 
but  would  simply  give  him  a  better  rating  in  that  subject. 
None  of  the  cities  of  Alabama  that  have  adopted  the  plan 
have  made  this  regulation,  and  I  do  not  suggest  it,  but  am 
simply  mentioning  it  as  a  possibility  for  those  who  might 
take  that  point  of  view  regarding  it." 

THE   EXTENSION    OF   THE   VARIOUS    PLANS    TO    THE 
ELEMENTARY  SCHOOLS 

The  plan  for  Alabama  and  the  Oklahoma  plan  are  seen 
to  be  essentially  different  from  the  Colorado  and  North 
Dakota  plans  in  that  instead  of  definite  credit  toward  gradu- 
ation being  offered,  supplementary  credits  are  added  to 
credits  already  earned  in  the  public  schools.  Furthermore, 
credit  for  outside  Bible  study  is  given  not  only  to  high  school 


PLAN  EXTENDED  TO  ELEMENTARY  EDUCATION  173 

students  but  also  to  students  in  the  elementary  or  grammar 
schools. 

In  the  plans  heretofore  reviewed,  the  giving  of  these 
credits  was  limited  to  students  in  universities,  colleges, 
normal  schools,  and  high  schools,  although  the  Colorado 
plan  —  and  perhaps  some  others  —  may  tend  to  encourage 
the  study  of  the  Bible  on  the  part  of  students  below  the 
high  school.  Sometimes  prospective  high  school  students 
pursue  the  Bible  courses  for  credit  while  in  the  grades. 

No  outline  of  study  or  syllabus  has  yet  appeared  as  a 
basis  for  credit  in  the  elementary  grades,  but  the  topics  of 
the  International  Graded  Series  may  be  found  adaptable 
for  that  purpose.  The  International  Sunday  School  Asso- 
ciation proposes  to  extend  the  application  of  the  plan  so  as 
to  include  primary  or  elementary  schools. 

The  legislation  proposed  in  Ohio  to  give  credit  "for  cred- 
itable Bible  study  done  out  of  school"  included  grammar 
schools  as  well  as  high  schools,  normal  schools,  and  other 
educational  institutions. 

The  committees  representing  the  religious  and  educational 
interests  of  South  Dakota  which  are  considering  the  subject 
will  probably  urge  the  extension  of  the  principle  to  the  ele- 
mentary grades. 

Superintendent  J.  C.  Timberman  of  Chester,  West  Vir- 
ginia, wrote  on  March  3,  1916 :  "It  seems  advisable  from  our 
experience  to  extend  the  work  to  the  grammar  grades  as  well 
as  the  high  school  pupils.  They  are  more  easily  interested 
and  more  good  might  be  done." 

Credit  toward  graduation  for  Bible  study  carried  on  out- 
side of  the  public  institutions,  we  have  seen,  was  first  success- 
fully given  in  the  field  of  higher  education.  Having  been 
found  feasible  there,  it  was  natural  for  those  working  in  the 
field  of  secondary  education  to  ask  why  it  could  not  be 
applied  to  high  schools  as  well  as  to  colleges  and  universities. 


174         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

To  the  grateful  surprise  of  all  interested,  the  plan  has  suc- 
ceeded so  well  in  so  many  places  and  under  such  different 
conditions  that  the  next  step  is  to  apply  it  to  the  elementary 
schools,  so  that  the  great  bulk  of  our  young  people  who  never 
reach  even  the  high  school  may  have  their  attention  drawn 
to  Bible  study  by  the  incentive  of  credit  for  its  successful 
pursuit.  The  report  of  the  United  States  Commissioner  of 
Education  indicates  that  there  are  nineteen  millions  enrolled 
in  the  elementary  schools  as  against  1,374,000  in  the  public 
and  private  secondary  schools,  216,000  in  the  colleges  and 
universities,  and  100,000  in  the  normal  schools. 

A  report  presented  at  the  1915  meeting  of  the  Northern 
Baptist  Convention  has  this  to  say  relative  to  credit  in  the 
elementary  grades:  "In  the  elementary  grades  credit  must 
be  based  entirely  on  the  theory,  established  in  fact,  that  the 
child  is  doing  in  the  church  school,  work  equivalent  in  time 
and  study  to  that  which  he  would  be  doing  in  the  school.  .  .  . 
There  should  be  no  thought  of  tests  or  examinations  in  the 
church  school,  for  they  are  out  of  place  in  elementary  work. 
The  utmost  care  should  be  exercised  to  grade  the  work  of 
instruction,  the  conditions  of  study,  the  classrooms,  appa- 
ratus, and  discipline  at  least  fully  up  to  the  standards  in  the 
public  schools.' ' 1 

C.  W.  Tenney,  state  inspector  of  rural  schools  in  Mon- 
tana, suggests  that  credit  should  be  allowed  in  elementary 
public  schools,  not  only  for  attendance  at  church  or  Bible 
schools,  on  the  same  basis  that  credit  is  frequently  given 
for  home  work,  but  "to  all  elementary  pupils  who  have  read 
at  least  one  chapter  [of  the  Bible]  under  the  supervision  of 
the  father  or  the  mother."  Mr.  Tenney's  idea  is  that  this 
would  tend  to  encourage  home  reading  of  the  Bible.2 

At  Eveline,  Lewis  County,  Washington,  credit  is  given  in 

1  Religious  Education,  December,  1915,  page  569. 

2  School  News  and  Practical  Educator,  29 :  390,  April,  1916. 


PLAN  EXTENDED  TO  ELEMENTARY  EDUCATION     175 

the  elementary  schools  for  daily  reading  of  the  Bible.  At 
Roslyn,  in  the  same  state,  credit  has  been  given  for  "read- 
ing good  books.' ' 

Credit  is  given  for  attending  church  or  Sunday  school  in 
the  elementary  schools  at  Algona  and  at  Charleston,  Wash- 
ington. Such  credit  is  also  given  in  the  elementary  schools 
of  Cowlitz  County,  in  the  same  state. 

In  Oregon,  the  elementary  schools  of  Portland  allow  credit 
for  attendance  at  church  and  Sunday  school. 


CHAPTER  THIRTEEN 

The  Canadian  Situation 

SOME  credit  for  Bible  study  is  given  in  Canada  in  the 
field  of  higher  education,  and  efforts  are  being  made 
to  apply  the  plan  to  secondary  and  elementary  education. 

ONTARIO 

There  is  in  operation  in  the  Province  of  Ontario  a  plan  of 
cooperation  between  the  normal  schools  and  the  various 
Christian  churches  of  the  province.  This  plan  provides  for 
regular  religious  instruction  as  part  of  the  course  of  study. 
The  instruction  is  given  in  the  school  itself  by  representa- 
tives of  the  various  churches  cooperating,  and  is  accepted 
as  part  of  the  regular  work  required  for  graduation. 

In  December,  1913,  Dr.  John  Seath,  superintendent  of 
education  of  the  Province  of  Ontario,  sent  out  to  representa- 
tives of  various  denominations  of  the  province  a  memoran- 
dum setting  forth  a  scheme  for  courses  in  Bible  study  and 
in  morality  for  the  primary  schools  of  the  provincial  system. 

Some  trouble  developed  in  connection  with  Dr.  Seath's 
proposal,  because  of  the  opposition  of  one  of  the  religious 
bodies,  and  only  the  ethical  part  of  his  scheme  was  put  into 
operation.  A  set  of  readers,  entitled  The  Golden  Rule  Books, 
a  Canadian  edition  of  an  American  series,  has  been  intro- 
duced into  the  schools. 

Professor  Frederick  Tracy  of  the  University  of  Toronto 
wrote  on  December  11,  1915,  that  Dr.  Seath's  proposal  "has 
not  yet  gone  into  effect,  having  been  pushed  aside  for  the 
time  being,  like  so  many  other  things,  through  the  new  con- 
ditions brought  about  by  the  war.  It  is,  however,  the  in- 
tention of  the  Chief  Superintendent  of  Education  to  bring 
it  before  the  attention  of  the  Legislature  at  its  approaching 

176 


THE  CANADIAN  SITUATION  177 

session;  and  it  is  hoped  that  they  may  find  it  possible  to 
give  it  their  consideration."  Rev.  E.  W.  Halpenny,  general 
secretary  of  the  Ontario  Sunday  School  Association,  wrote 
on  December  31,  1915,  "I  understand  it  is  yet  to  come." 
Dr.  Seath  wrote  on  December  10,  1915,  that  "the  question 
will  be  considered  sometime  next  year." 

Dr.  Seath  proposed  that  the  Department  of  Education 
prescribe  in  a  two-years  course  the  most  suitable  parts  of 
the  Old  and  New  Testaments,  with  selected  passages  for 
memorization,  and  that  an  examination  paper  be  set  on 
the  prescribed  course.  No  instruction  was  to  be  given  by 
the  teachers  as  part  of  the  school  course  of  study,  either 
during  or  after  school  hours.  The  instruction  was  to  be 
given  in  the  homes  of  the  parents  and  in  the  Sunday  schools. 

It  was  suggested  that  the  clergymen  concerned  might 
also,  for  part  of  the  year  at  any  rate,  utilize  the  time  avail- 
able after  the  close  of  school  with  more  success  than  hitherto, 
because  the  examination  would  prove  a  strong  incentive  for 
the  pupils  to  attend.  Dr.  Seath  claimed  for  the  scheme 
that  it  would  also  affect  more  than  the  candidates  and  could 
not  fail  to  disseminate  widely  a  knowledge  of  the  Bible. 

Dr.  Seath  proposed  that  duly  accredited  representatives 
of  the  different  denominations  be  asked  to  submit  a  course 
of  study  for  consideration  of  the  Minister  of  Education, 
and  that  the  scheme  be  brought  into  operation  during  1914, 
with  the  first  examination  in  1915.  It  was  proposed  that 
the  examination  paper  should  be  prepared  by  an  education- 
ist appointed  by  the  Minister  of  Education,  but  before  final 
approval  it  should  be  submitted  for  criticism  to  a  com- 
mittee representing  the  churches  and  especially  appointed 
or  selected  for  the  purpose.  The  examination  was  to  be 
taken  as  a  part  of  the  requirements  for  entrance  into  the 
high  school.     It  was  to  be  optional  with  the  pupils. 

It  was  proposed  that  the  examination  paper  should  con- 


178         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

tain  a  sufficient  number  of  optional  questions,  so  that  any 
pupil  might  confine  himself,  if  he  chose,  to  that  part  of  it 
that  deals  with  the  Old  Testament,  without  thereby  placing 
himself  at  any  disadvantage  in  the  matter  of  marks. 

Dr.  Seath  wrote  on  September  11,  1916,  that  he  was  in 
hopes  that  the  scheme  he  had  proposed  would  be  adopted. 

QUEBEC 

In  Quebec  the  study  of  the  Bible  is  a  compulsory  subject 
in  the  first  eight  school  years  in  the  Protestant  schools. 
The  work  is  all  taken  from  the  International  Sunday  School 
Graded  Lessons.  The  pupils  may  do  the  work  in  the  Sun- 
day school  or  in  the  day  school  as  they  see  fit.  The  day- 
school  teacher  is,  however,  held  responsible  by  the  authori- 
ties for  the  pupils'  knowing  the  Scriptures.  The  system  is 
not  that  of  credits  given  by  the  public  schools,  but  a  course 
in  Scripture  required  to  be  taken  in  one  school  or  the  other. 

In  the  last  four  years  of  the  course,  the  pupils  of  the 
Protestant  schools  are  required  to  pass  a  government  ex- 
amination in  Scripture  in  order  to  pass  their  grade.  There 
is  no  Scripture  on  the  curriculum  beyond  the  eighth  grade. 
The  work  is  all  laid  out  in  a  "Memoranda  of  Instruction  for 
Teachers,"  published  by  the  Department  of  Public  Instruc- 
tion. Ten  of  the  forty-two  pages  of  the  pamphlet  are  devoted 
to  outlining  the  work  on  the  Scriptures.  Scripture  comes 
first  in  order,  followed  by  arithmetic,  nature  study,  spelling, 
etc. 

In  the  Macdonald  College  School  for  Teachers  in  the  city 
of  Quebec,  at  the  head  of  which  is  Professor  W.  O.  Rothney, 
where  the  Protestant  teachers  of  the  province  are  trained, 
one  hour  a  week  during  the  session  of  nine  months  is  devoted 
to  Scripture  study.  The  course  consists  of:  (1)  Old  and 
New  Testament  history,  including  geography  of  Bible  lands ; 


THE  CANADIAN  SITUATION  179 

(2)  Study  of  the  subject  matter  of  books  from  which  selec- 
tions to  be  taught  in  schools  are  taken ;  and  (3)  Methods  of 
teaching  Scripture  to  the  different  grades. 

NOVA   SCOTIA 

The  matter  of  credit  for  outside  Bible  study  has  been 
before  the  Executive  Committee  of  the  Nova  Scotia  Sun- 
day School  Association,  and  a  special  committee  appointed 
to  advance  the  subject  was  called  together  by  W.  L.  Tuttle, 
chairman  of  the  Executive  Committee,  in  June,  1916.  This 
special  committee  agreed  in  September,  1916,  to  approach 
the  various  denominations  and  request  the  proper  authority 
in  each  to  appoint  representatives  who  would  confer  with 
each  other  on  the  matter.  If  unanimity  could  be  secured, 
then  the  way  would  be  open  to  request  the  Provincial  Coun- 
cil of  Public  Instruction  to  authorize  the  preparation  of  a 
syllabus  of  instruction  and  arrange  for  examinations  on  the 
basis  of  which  credit  would  be  given  in  the  public  schools  for 
Bible  study  done  elsewhere. 

It  was  pointed  out  that  as  this  was  an  attempt,  not  to 
teach  religion,  but  to  encourage  the  study  of  the  Bible  by 
giving  credit  for  such  study  in  the  public  school  course,  all 
the  churches  could  more  readily  cooperate  in  the  effort  and 
agree  upon  a  line  of  action. 

The  Methodist  and  Anglican  churches  in  June,  1916,  at 
the  meetings  of  their  respective  courts,  agreed  to  cooperate 
and  appointed  their  representatives.  Archbishop  McCarthy, 
on  behalf  of  the  Catholic  church,  gave  his  cordial  commen- 
dation to  the  proposal  and  promised  his  cooperation. 

When  the  Baptists  and  Presbyterians  have  likewise  given 
their  approval  and  appointed  representatives,  a  further  re- 
port will  be  made  by  the  special  committee. 

Mr.  Tuttle  wrote  on  September  18,  1916:  "There  are 
reasons  why  progress  is  not  very  marked  in  this  Province, 


180         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

chief  of  them  being  the  present  regulations  of  the  Council 
of  Public  Instruction.  We  have  not  lost  sight  of  the  matter, 
however,  and  hope  to  make  some  advance  in  the  near 
future." 

SASKATCHEWAN 

Mr.  D.  H.  Wing,  general  secretary  of  the  Saskatchewan 
Sunday  School  Federation,  wrote  on  January  26,  1916,  that 
his  people  were  making  a  study  of  what  other  states  and 
provinces  are  doing  along  this  line.  He  said,  "  We  believe 
that  this  is  a  step  in  the  right  direction  and  ultimately  will 
bring  large  results  for  religious  education  over  the  entire 
North  American  Continent." 

MANITOBA 

The  matter  has  been  placed  before  the  Executive  Board 
of  the  Manitoba  Sunday  School  Association  by  Mr. 
W.  H.  Irwin,  general  superintendent  and  secretary  of  the 
association. 


CHAPTER  FOURTEEN 

Action  of  Educational  and  Religious 
Organizations 

ALTHOUGH  there  is  no  united  effort  among  the  national 
and  international  agencies  existing  for  the  promotion 
of  religious  education,  some  of  them  have  commissions  or 
committees  appointed  to  investigate  the  whole  field  of  reli- 
gious education.  Many  of  them  are  urging  the  adoption 
of  the  plan  of  giving  credit  for  Bible  study. 

THE  RELIGIOUS   EDUCATION   ASSOCIATION 

The  Religious  Education  Association  was  formed  in  1903 
for  the  purpose  of  uniting  all  persons  interested  in  the  sub- 
ject of  religious  education  in  a  common  endeavor  to  further 
religion  by  educational  means  in  home,  school,  church,  and 
community,  and  in  all  human  life.  The  general  aim  of  the 
association  is  "the  promotion  of  moral  and  religious  educa- 
tion." Its  contention  is  "that  education  should  be  complete 
rather  than  fragmentary;  that  the  child  is  entitled  to  his 
scientific,  literary,  aesthetic,  institutional,  and  religious 
inheritance;  and  that  a  primary  duty  of  parents,  schools, 
and  churches  is  to  contribute  each  its  share  toward  the  devel- 
opment of  the  highest  character."  *  Dr.  Henry  F.  Cope  is 
secretary  of  the  association,  with  executive  offices  at  Chicago. 

The  Executive  Committee  of  this  association  is  making 
a  careful  study  of  the  whole  situation,  and  the  subject  was 
exhaustively  treated  at  the  thirteenth  annual  convention  of 
the  association  at  Chicago,  February  29  to  March  2,  1916. 
The  convention  took  the  form  of  a  specialized  conference 
on  "The  Relations  of  Instruction  in  Religion  to  Public 
Education."    The  work  of  the  conference  was  based  upon 

1  Religious  Education,  February,  1916,  page  4. 
181 


182  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

investigations  of  various  experiments  in  week-day  religious 
instruction,  accredited  Bible  study,  parochial  training, 
religious  exercises  in  public  schools,  and  the  present  status 
of  moral  training  in  public  schools.  Nothing  that  was 
presented  during  the  entire  convention  elicited  so  much 
interest  and  discussion  as  the  plan  of  giving  credit  for  outside 
Bible  study. 

At  one  session  of  the  convention  Dr.  Vernon  P.  Squires 
of  North  Dakota  read  a  paper  entitled  "What  are  the  rea- 
sons for  asking  the  state  to  give  school  credits  for  religious 
instruction  ?"  Professor  H.  A.  Hollister  of  Urbana,  Illi- 
nois, read  a  paper  concerning  "Possible  Problems  from  the 
Educational  Point  of  View."  These  papers  were  discussed 
by  President  R.  L.  Kelly  of  Richmond,  Indiana;  George 
H.  Brumhall,  Brigham  Young  University,  Provo,  Utah; 
Miss  Laura  H.  Wild,  Lake  Erie  College ;  President  Guy  C. 
Wilson,  Latter  Day  Saints  University,  Salt  Lake  City; 
and  Dr.  Lester  Bradner,  New  York  City. 

INTERNATIONAL  SUNDAY  SCHOOL  ASSOCIATION 

A  special  conference  was  called  to  consider  the  subject 
of  high  school  credits  for  Bible  study  on  February  9,  1915, 
in  Chicago,  under  the  auspices  of  the  Elementary  and  Second- 
ary Committees  of  the  International  Sunday  School  Asso- 
ciation. A  committee  of  nine  was  appointed,  with  instruc- 
tions to  invite  all  general  religious  educational  organizations 
in  North  America  to  cooperate  with  the  committee  in  the 
creation  of  a  commission  for  the  purpose  of  suggesting 
standardized  courses  of  Bible  study  and  religious  instruc- 
tion for  credit  in  schools  of  primary  and  secondary  education. 

A  Commission  on  Bible  Study  in  Relation  to  Public 
Education  was  accordingly  organized,  with  Mr.  John  L. 
Alexander,  superintendent  of  the  secondary  division  of  the 
International    Sunday    School    Association,    as    secretary. 


EDUCATIONAL  AND  RELIGIOUS  ORGANIZATIONS  183 

This  commission  proposes  to  formulate  a  standard  for  the 
work  and  outline  a  plan  for  introducing  it. 

The  work  of  the  commission,  according  to  its  "Findings," 
is  to  gather  the  results  of  investigations  and  experimenta- 
tions in  Bible  study,  invite  the  cooperation  of  the  great 
religious  bodies  of  America  in  preparing  plans  and  courses 
of  Bible  study  worthy  of  academic  recognition,  foster  and 
develop  through  existing  agencies  all  worthy  plans  for  more 
adequate  study  of  the  Bible  on  the  part  of  students  of  high 
school  age,  and  stimulate  public  opinion  to  the  end  that 
Bible  study  be  given  its  proper  place  in  connection  with  the 
American  system  of  education. 

The  platform  of  the  commission  declares  it  is  to  be  guided 
by  the  following  principles : 

1.  The  American  principle  of  separation  of  Church  and  State,  as 

being  fundamental  to  civic  and  religious  liberty. 

2.  The  privilege  of  each  educational  unit  to  determine  its  own  edu- 

cational standards  and  methods. 

3.  The  necessity  of  adequate  opportunity  for  positive  instruction 

and  systematic  training  in  religion  and  morals  as  a  basis  for 
a  sound  civic  life. 

4.  Progress  is  to  be  made  with  due  regard  to  public  sentiment  and 

obedience  to  existing  laws,  e.g. : 

a.  Buildings  or  property  supplied  and  supported  by  State  funds 

should  not  be  used  for  regular  religious  instruction  by  pri- 
vate religious  bodies. 

b.  No  public  funds  are  applicable  to  private  religious  instruction. 

c.  Teachers  employed  by  the  public  school  should  not  be  re- 

garded as  available  during  school  time  for  religious  instruc- 
tion in  connection  with  private  religious  bodies. 

d.  Churches  and  other  religious  organizations  should  conform  to 

the  practice  of  the  educational  authorities  in  the  handling 
of  the  public  school  aspects  of  all  questions  that  concern 
religious  education. 

e.  In  any  plan  to  correlate  religious  instruction  with  that  of  the 


184         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

day  school,  the  educational  authorities  should  recognize 
the  independence  and  freedom  of  religious  bodies  in  the 
directing  of  their  religious  instruction. 

DENOMINATIONAL  INTEREST 

The  various  religious  denominations  are  showing  an 
interest  in  these  plans  for  bringing  Bible  instruction  and 
religious  training  to  public  school  students. 

The  Commission  on  Christian  Education  of  the  Federal 
Council  of  the  Churches  of  Christ  in  America,  of  which  Rev. 
Henry  H.  Meyer,  of  New  York  City,  is  secretary,  is  at  work 
on  the  problem  and  expected  to  be  ready  to  report  some- 
time during  1916. 

The  Council  of  Church  Boards  of  Education,  meeting  in 
January,  1915,  at  Chicago,  took  action  favoring  the  grant- 
ing of  academic  recognition  by  public  school  authorities  for 
academic  work  done  in  Bible  study  outside  of  school  hours. 
It  requested  standardizing  bodies  in  public  instruction  to 
define  the  conditions  under  which  academic  recognition  may 
be  given  for  academic  work  done  in  Bible  study.  It  would 
encourage  the  churches  and  Sunday  schools  to  provide  for 
such  Bible  instruction  and  such  allied  work  as  will  prepare 
them  to  bear  their  part  in  the  movements  looking  toward 
the  proper  functioning  of  the  church  and  the  public  school 
in  religious  education. 

At  a  joint  meeting  of  the  secretaries  of  the  church  educa- 
tional societies  held  in  Chicago  at  the  same  time,  action 
was  taken  favoring  "academic  recognition  by  public  school 
authorities  for  academic  work  done  in  Bible  study  outside 
of  school  hours." 

The  Committee  on  Religious  Training  in  Church  and 
State  Schools,  in  its  Annual  Report  to  the  General  Confer- 
ence Board  of  Education  of  the  Methodist  Episcopal  Church, 
South,  on  April  22,  1915,  recommended  concurrence  in  the 


EDUCATIONAL  AND  RELIGIOUS  ORGANIZATIONS  185 

resolutions  of  the  Council  of  Church  Boards  of  Education  at 
Chicago  in  the  January  preceding,  and  that  each  annual 
conference  board  of  education  be  requested  to  take  such 
steps  as  may  be  necessary  to  carry  them  into  effect. 

Mr.  Stonewall  Anderson,  secretary  of  education  of  the 
Methodist  Episcopal  Church,  South,  in  his  report  to  the 
General  Conference  Board  of  Education,  said:  "A  move- 
ment has  been  recently  begun  which  promises  great  things 
for  the  religious  education  of  high  school  students.  The 
essential  features  of  this  movement  are :  (1)  A  place  is 
secured  in  the  high  school  curriculum  for  courses  in  the  Eng- 
lish Bible ;  (2)  these  Bible  courses  are  actually  taught  by 
the  church  in  the  Sunday  school  or  elsewhere.  I  suggest 
that  this  phase  of  religious  education  in  state  schools  be 
referred  to  the  Committee  on  Religious  Education  and  that 
the  committee  be  instructed  to  give  careful  study  to  the 
whole  matter;  that  if  it  appears  that  the  movement  offers 
undoubted  opportunity  for  giving  religious  education  to 
Methodist  students  in  public  high  schools,  a  feasible  plan 
be  worked  out  and  presented  to  the  church  at  large."  1 

A  commission  on  moral  and  religious  education  of  the 
Northern  Baptist  Convention  at  Los  Angeles,  California, 
May  19,  1915,  urged  "that  efforts  be  concentrated  on  secur- 
ing for  the  Bible  the  recognition  of  its  place  in  literature  in 
the  regular  course  in  the  school"  and  insisted  "that  the 
church  preserve  its  prerogative  of  teaching  religion  and  do 
not  abandon  it  to  the  state."  It  also  recommended  "the 
raising  of  educational  work  of  the  church  to  the  point  of 
efficiency  where  we  can  claim  the  right  of  credits  and  aca- 
demic recognition."  2 

1  Bulletin  of  Board  of  Education,  Methodist  Episcopal  Church,  South, 
July,  1915,  page  62. 

2  Bulletin  No.  4,  "The  Church  and  the  Public  School  in  Religious  Edu- 
cation," pages  5  and  8. 


186         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

The  Sixth  Annual  Report  of  the  Bible  School  Depart- 
ment of  the  American  Christian  Missionary  Society  of  the 
Disciples  of  Christ  in  America,  presented  to  the  Annual  Con- 
vention in  July,  1915,  favors  the  giving  of  credit  toward  a 
high  school  diploma  for  Bible  study  done  in  the  Bible  School. 

The  Commission  on  Religious  Education  of  the  Congre- 
gational Churches  is  expected  soon  to  make  an  inquiry  into 
the  matter  of  giving  credit  for  outside  Bible  study.  In 
Chapter  X,  on  page  150,  we  noted  that  the  associations  of 
Congregational  churches  in  New  York  City  and  in  New 
York  State  have  taken  action  recommending  to  the  city 
and  state  educational  authorities  the  giving  of  credit  for 
Bible  study. 


CHAPTER  FIFTEEN 

The  Question  of  Possible  Legal   or   Sectarian 
Difficulties 

THERE  is  absolutely  no  objection  which  can  be  raised 
against  this  plan  of  cooperation  between  the  public 
schools  and  the  church  schools,  by  secularist  or  religionist, 
on  either  legal  or  denominational  grounds.  The  increasing 
popularity  of  the  plan  has  proved  its  practicability.  It  is  so 
simple  and  practical  that  the  marvel  is  that  no  one  has 
thought  of  it  before.     It  works  everywhere. 

The  following  statement  from  Superintendent  O.  M. 
Pittinger  of  the  city  schools  of  Frankfort,  Indiana,  written 
on  February  14,  1916,  expresses  the  universal  experience  of 
those  who  have  had  to  do  with  introducing  the  plan :  "We 
have  had  no  opposition  whatever  here  and  I  can  see  no  rea- 
son for  opposition  anywhere  if  the  matter  is  properly  pre- 
sented. It  seems  to  me  an  excellent  plan  for  a  systematic 
study  of  the  Bible." 

In  Colorado,  where  the  plan  has  been  followed  longest,  no 
legal  complications  have  arisen,  and  this  is  true  wherever  it 
has  been  adopted.  The  opinion  was  early  expressed  by  those 
instrumental  in  initiating  the  plan  in  that  state  that  it  "can 
be  adapted  to  all  the  state  institutions  of  the  country." 

Mr.  Forward,  in  a  paper  on  the  Greeley  plan  prepared 
for  presentation  at  the  meeting  of  the  National  Education 
Association  at  St.  Paul  in  July,  1914,  referring  to  those  who 
established  the  movement  at  Greeley,  said :  "These  careful 
pioneers  decided  to  have  no  lawsuits.  Giving  point,  from 
beginning  to  end,  to  the  students'  privilege  in  serious  Bible 
study  and  wrought  into  the  fiber  of  the  whole  process  is  the 
accepted  American  principle,  'Separation  of  church  and 
state.'" 

187 


188         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Dr.  Henry  P.  Cope,  secretary  of  the  Religious  Education 
Association,  succinctly  stated  the  whole  case  for  the  plan 
when  he  wrote  on  December  7,  1915,  "No  constitutional 
difficulties  have  been  discovered,  as  all  work  is  done  inde- 
pendently of  school  property,  school  funds,  school  time,  or 
school  officials,  as  such." 

Rev.  W.  S.  Wiley,  in  a  pamphlet  describing  the  plan  as  in 
operation  at  Muskogee,  Oklahoma,  says,  "There  is  no  law 
in  any  state  against  the  plan  we  have  here ;  it  can  be  done 
anywhere  so  far  as  the  law  is  concerned." 

Rev.  H.  H.  Peters,  pastor  of  the  First  Christian  Church 
at  Paris,  Illinois,  wrote  on  February  24,  1916,  "We  have 
not  thus  far  encountered  any  legal  difficulties." 
•  Superintendent  V.  L.  Strickland  of  Tecumseh,  Nebraska, 
voiced  the  general  opinion  and  experience  of  all  who  have 
applied  the  plan  when  he  wrote  on  January  26,  1916, 
"There  seems  to  be  little  possibility  of  legal  complications 
and  we  have  had  none." 

Dr.  James  P.  O'Brien  of  Kansas  City,  Missouri,  wrote  on 
January  4,  1916,  "We  do  not  anticipate  any  legal  diffi- 
culties." 

Dr.  C.  K.  Staudt,  who  prepared  and  initiated  the  Tacoma, 
Washington,  plan,  testified  that  no  legal  difficulty  was  there 
encountered. 

Leon  C.  Palmer,  general  secretary  of  the  Alabama  State 
Sunday  School  Association,  who  has  pushed  the  matter  in 
that  state,  wrote  on  January  1,  1916,  "No  legal  or  consti- 
tutional objections  have  been  raised." 

Superintendent  H.  B.  Wilson  of  Topeka,  Kansas,  wrote 
in  Religious  Education,1  "  So  far  as  I  have  been  able  to  learn, 
these  plans  in  actual  operation  have  met  with  no  insur- 
mountable obstacles  which  have  been  raised  by  any  denomi- 
national or  legal  interest." 

1  December,  1915,  page  575. 


POSSIBLE  LEGAL  OR  SECTARIAN  DIFFICULTIES    189 


SEPARATION   OF   STATE  AND   CHURCH 

"There  can  be  no  objection  to  the  plan  on  the  ground 
that  it  authorizes  the  public  schools  to  give  religious  in- 
struction and  so  joins  church  and  state,"  says  Dr.  Squires, 
"for  the  schools  do  not  give  religious  instruction  or  recog- 
nize it ;  they  merely  recognize  private  work  in  the  study  of 
the  history  and  literature  of  one  of  the  greatest  and  most 
influential  peoples  of  the  ancient  world."  1 

It  has  been  stated  that  "the  public  school  is  the  most 
delicate  nerve  center  in  the  application  of  the  principle  of 
separation  of  church  and  state,"  and  it  has  been  urged  that 
it  is  against  the  best  interests  of  both  public  school  and 
church  school  for  credit  to  be  given  for  work  done  in  the 
church  school  by  the  public  school,  for  the  reason  that  a  clear 
line  of  separation  must  be  maintained  between  church  and 
state. 

Superintendent  Edwin  L.  Rickert  of  Connersville,  In- 
diana, who  is  chairman  of  the  Board  of  Control  which  has 
charge  of  supervising  this  work  in  that  state,  wrote  on  April  3, 
1916:  "The  only  objection  that  seems  to  me  worthy  of 
serious  consideration  is  the  question  as  to  whether  it  may 
lead  finally  to  the  breaking  down  of  the  American  principle 
of  separation  of  church  and  state.  A  careful  reading  of  the 
plan,  I  believe,  will  convince  any  one  that  this  danger  is  at 
a  minimum,  if  it  is  at  all  present." 

Superintendent  Wilson  of  Topeka,  referring  to  the  long 
and  bitter  struggle  for  freedom  from  state  domination  and 
control,  gives  his  opinion  that  "There  seems  little  or  no  rea- 
son, however,  to  fear  any  return  to  the  old  type  of  binding 
relationship  in  any  degree  whatever  from  the  giving  of 
credit  for  Bible  study  work  done  in  the  church."  2    He  con- 

1  Brown  Alumni  Monthly,  May,  1914. 

1  The  Sunday  School  Journal,  June,  1916,  page  431. 


190         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

tinues :  "If  there  be  no  fundamental  reason  from  this  stand- 
point for  not  encouraging  the  development  of  this  policy, 
the  large  gains  in  knowledge  of  the  Bible  which  will  come  to 
our  young  people  from  stimulating  this  thorough  study  of 
the  same  under  church  direction  certainly  argues  strongly 
in  favor  of  a  wise  and  conservative  encouragement  of  this 
cooperative  relationship  between  the  church  and  the  public 
schools." 

The  objection  was  raised  at  the  1916  meeting  of  the  Reli- 
gious Education  Association  by  Dr.  Edwin  S.  Lewis  that  if 
credit  were  given  by  state  schools  for  Bible  study  pursued 
in  church  schools,  it  would  result  in  a  certain  degree  of  domi- 
nation by  the  state  over  the  church.  Dr.  Squires  met  this 
objection  as  follows:  "The  North  Dakota  assumption  is 
that  Biblical  instruction  and  instruction  in  the  fundamental 
Christian  concepts  are  necessary  parts  of  a  liberal  education. 
They  are  a  part  of  the  racial  heritage  of  the  Anglo-Saxon 
race.  But,  the  idea  is  that  the  church  and  the  church 
teachers  shall  teach  religion,  without  let  or  hindrance. 
There  should  be  and  is  no  domination  by  the  state.  The 
only  requirement  is  that  honest  work  should  be  done,  and 
our  children  should  have  just  a  little  encouragement  by 
the  state  saying  that  the  work  ought  to  be  done,  although 
the  state  teachers,  as  such,  cannot  do  the  work.  Yet  the 
state  should  say  that  the  work  has  value,  and  that  it  will 
recognize  the  value  and  give  it  credit  in  the  work  of  the 
school.  And  then,  the  church  can  do  the  teaching  that  it 
thinks  right  and  proper,  and  the  parents  of  the  children 
will  have  perfect  freedom  in  saying  what  kind  of  instruction 
shall  be  given.  It  seems  to  me  that  there  will  be  no  dicta- 
tion on  the  part  of  the  state  in  any  such  way  as  seemed  to 
be  assumed  and  suggested  in  the  paper"  l  by  Dr.  Lewis. 

1  Religious  Education,  June,  1916,  page  272. 


POSSIBLE  LEGAL  OR  SECTARIAN  DIFFICULTIES    191 


NO  CONSTITUTIONAL  BARRIER 

Let  us  see  if  the  plan  brings  the  church  and  state  together 
in  any  way  violative  of  the  letter  or  the  spirit  of  the  funda- 
mental law  of  the  country. 

The  only  provisions  in  the  federal  Constitution  which  in 
any  way  have  any  possible  bearing  are  the  following : 

"Congress  shall  make  no  law  respecting  an  establishment 
of  religion,  or  prohibiting  the  free  exercise  thereof."  (1st 
Amendment.) 

"No  religious  test  shall  ever  be  required  as  a  qualification 
to  any  office  or  public  trust."     (Article  VI,  section  3.) 

"No  state  shall  make  or  enforce  any  law  which  shall 
abridge  the  privileges  or  immunities  of  citizens  of  the  United 
States."     (14th  Amendment.) 

The  whole  subject  of  religion  is  excluded  from  the  juris- 
diction of  the  federal  government.  Religious  liberty  is  not 
guaranteed  by  the  federal  government.  The  several  states 
may  make  such  regulations  on  the  subject  as  they  think  fit, 
but  if  there  is  anything  thoroughly  imbedded  in  American 
institutions,  it  is  the  absolute  freedom  of  every  person  in 
the  exercise  of  his  religion  without  let  or  hindrance.1 

The  principle  of  separation  of  state  and  church  guarantees 
religious  liberty  to  the  individual  and  renders  impossible  an 
established,  or  state,  church.  It  does  not,  however,  ignore 
religion  or  the  necessity  of  fostering  moral  and  religious 
education.  Religious  teaching  is  encouraged  by  exemption 
of  the  houses  of  religious  worship  from  taxation  for  the  sup- 
port of  government. 

It  has  been  said  that  "the  Constitution  protects  the  State 
against  interference  from  the  Church  and  protects  the 
Church  against  interference  from  the  State  and  establishes 

1  Reynolds  v.  United  States,  98  U.  S.  Supreme  Court  Reports,  145. 


192         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

a  system  of  friendly  independence."  *  Friendly  independ- 
ence, however,  is  not  incompatible  with  friendly  coopera- 
tion in  a  matter  so  vital  to  the  best  interests  of  the  state. 
It  is  perfectly  obvious  that  the  giving  of  credit  for  outside 
Bible  study  in  no  way  comes  within  the  purview  of  the  con- 
stitutional provisions  referred  to. 

The  Bible  is  not  mentioned  in  the  federal  Constitution 
and  but  infrequently  in  the  state  constitutions.  The  Con- 
stitution of  Mississippi,  however,  explicitly  provides  that 
it  is  not  to  be  construed  as  justifying  the  exclusion  of  the 
Bible  from  the  public  schools.2 

Whether  or  not  the  Bible  is  a  sectarian  book  and  for  that 
reason  is  to  be  excluded  from  the  public  schools,  has  been 
a  question  before  the  state  courts,  but  these  decisions  have 
no  bearing  here  because  the  plan  does  not  provide  for  the 
introduction  of  the  Bible  into  the  public  schools.  The  plan 
does  not  involve  the  study  or  even  the  reading  of  the  Bible 
in  the  schools. 

President  Kelly  of  Earlham  College,  Richmond,  Indiana, 
very  aptly  says,  "There  is  no  constitutional  or  legal  denial 
of  'the  need  or  value  of  religion  as  an  element  in  character 
building.,,,3 

SECTARIAN  COOPERATION 

It  was  feared  by  the  originators  of  the  plan  that  sec- 
tarian differences  and  prejudices  might  interfere  with  its 
success,  and  it  is  this  bogy  which  rises  first  to  the  mind 
when  the  plan  is  presented.  The  testimony,  however,  from 
all  places  where  the  plan  is  in  operation  is  that  Catholics, 
Protestants,  and  Jews  are  finding  in  it  a  means  of  hearty 
cooperation.     In  many  places  Catholic  priests  and  Jewish 

1  Schaff,  Religious  Freedom,  page  82. 

*  III,  18. 

3  Religious  Education,  December,  1915,  page  547. 


POSSIBLE  LEGAL  OR  SECTARIAN  DIFFICULTIES    193 

rabbis  are  vying  with  Protestant  Sunday  school  teachers 
in  the  preparation  of  students  for  the  examinations  in  the 
Bible  credit  classes. 

"Different  sects  and  churches  cannot  complain,"  says 
Dr.  Squires,  "that  their  children  are  taught  things  contrary 
to  their  special  creeds,  for  they  are  privileged  to  do  their 
own  teaching,  mingling  with  the  intellectual  study  whatever 
special  religious  teachings  they  see  fit.  All  the  State  re- 
quires is  a  clear  knowledge  of  essential  facts." 1 

Rev.  Franklin  J.  Estabrook,  pastor  of  the  First  Congre- 
gational Church  at  Greeley,  Colorado,  wrote  on  December 
18,  1915 :  "There  is  absolutely  no  dissension  in  the  state 
with  regard  to  the  classes.  I  presume  that  they  are  as  com- 
mon in  the  Catholic  churches  as  in  the  Protestant."  The 
Catholic  Church  at  Greeley  has  each  year  conducted  a  large 
and  enthusiastic  class.  Acting  President  J.  H.  Hayes  of  the 
State  Teachers'  College  at  Greeley  wrote  on  December  2, 
1915:  "We  have  no  difficulty  about  denominational  preju- 
dices or  constitutional  objections,  owing  to  the  fact  that  we 
throw  it  open  widely  to  all  denominations."  In  Denver 
the  cause  has  received  the  hearty  support  of  Catholic  priests 
and  Jewish  rabbis. 

There  are  differences  between  the  Douay  version  of  the 
Bible  used  by  the  Catholic  church  and  the  King  James  and 
other  versions,  which  the  respective  sects  regard  as  material, 
but  there  is  no  difficulty  in  that  respect  in  this  plan  because 
no  particular  version  is  required  to  be  used.  Catholic, 
Protestant,  or  Jew  may  use  the  version  of  his  choice.  Other 
textbooks  as  an  aid  to  the  study  of  the  Bible  may  be  recom- 
mended, but  none  are  required. 

The  Catholic  does  not  object,  for  he  can  teach  his  own 
version  to  his  own  people  in  his  own  way.  The  largest  set 
of  papers  coming  in  from  any  one  community  in  North 
1  Brown  Alumni  Monthly,  May,  1914. 


194         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Dakota  in  June,  1913,  came  from  a  class  taught  by  a  Cath- 
olic teacher  who  used  the  Douay  version.  According  to 
Dr.  Squires,  there  is  absolutely  no  hostile  criticism  of  the 
plan  in  that  state.  Christians  and  Jews  are  entering  into 
the  plan  of  promoting  outside  study  of  the  Bible  as  literature 
for  credit. 

The  Sisters  in  charge  of  the  Sacred  Heart  Academy  at 
Fargo  wrote  to  Dr.  Squires:  "We  have  a  large  class  and 
all  are  very  much  interested  in  their  study.  We  encourage 
them  to  take  it  up,  especially  because  we  find  so  many 
students  deficient  in  their  knowledge  of  Biblical  history  and 
literature.  This  work  is  highly  commendable  and  meets 
with  our  appreciation  and  approval." 

In  almost  every  one  of  the  examinations  offered  in  North 
Dakota,  there  has  been  a  class  from  one  or  more  of  the 
Catholic  parochial  schools.  Fourteen  papers  of  the  ninety- 
eight  sent  up  for  examination  at  the  June,  1914,  examination 
and  twenty  of  eighty-two  sent  up  in  the  January,  1914, 
examination  were  from  classes  in  the  Sacred  Heart  Academy. 
Every  one  of  the  twenty  Catholic  students  at  this  latter 
examination  received  a  passing  mark.  In  the  June,  1915, 
examination  papers  were  received  from  ten  pupils  from 
this  same  academy,  and  only  one  student  failed  to  pass.  In 
the  June,  1916,  examination,  twenty  of  the  one  hundred  and 
sixty-six  examination  papers  were  by  students  using  the 
Douay  version  of  the  Bible. 

Rev.  Walter  A.  Snow,  general  secretary  of  the  West 
Virginia  Sunday  School  Association,  says  that  "Perhaps  the 
most  remarkable  thing  about  the  whole  plan  has  been  its 
hearty  acceptance  by  all  parties.  Not  a  word  of  criticism 
has  reached  the  ears  of  any  of  those  officially  connected 
with  the  promotion  of  the  plan."  1 

The  plan  appeals  as  much  to  the  Jew  as  to  the  Christian, 
1  The  Sunday  School  Journal,  June,  1916,  page  432. 


POSSIBLE  LEGAL  OR  SECTARIAN  DIFFICULTIES    195 

for  academic  recognition  is  accorded  his  racial  literature 
similar  to  that  accorded  to  other  ancient  literature.  In 
Alabama  the  plan  has  been  indorsed  by  the  State  Hebrew 
Religious  Education  Society.  George  Alexander  Kohut, 
of  the  School  for  Jewish  Boys,  Riverdale-on-Hudson,  New 
York,  is  quoted  as  saying:  "I  believe  that  giving  credits 
for  Bible  study  will  be  a  boon  to  Bible  students.  It  almost 
makes  me  wish  that  I  had  the  opportunity  of  participating 
in  these  benefits  myself.  I  have  no  doubt  that  much  could 
be  done  to  create  wide  interest  in  this  plan  in  New  York 
City."  * 

The  Jewish  interpretation  of  the  New  Testament  of  course 
differs  from  the  Christian  interpretation,  but  many  leading 
Jews  are  enthusiastic  students  of  the  New  Testament  and 
claim  it  as  part  of  Hebrew  literature.  The  plan  permits 
the  Jewish  rabbi  or  other  teacher  to  interpret  to  his  young 
people  the  New  Testament,  with  which  they  need  to  be 
acquainted  for  cultural  purposes  if  not  for  religious  pur- 
poses. 

In  order  that  there  may  be  no  suggestion  of  discrimina- 
tion against  Jewish  students  who  may  not  want  to  study 
the  New  Testament  for  credit,  courses  have  been  so  ar- 
ranged that  the  student  may  secure  the  maximum  Bible 
credit  by  pursuing  the  study  of  the  Old  or  New  Testament  in 
whole  or  in  part ;  that  is,  allowing  the  student,  irrespective 
of  whether  he  is  Christian  or  Jew,  to  take  all  Old  or  all 
New  Testament  studies  or  part  of  each.  We  have  seen  that 
the  Indiana  plan  provides  four  alternative  courses,  but 
credit  is  allowed  for  only  two.  By  this  plan  the  Hebrew 
pupil  may  take  only  the  Old  Testament  courses  if  he  desires 
and  may  still  receive  the  maximum  credit.2 

1  "Opinions  of  the  Greeley  Plan,"  in  Accredited  Bible  Study,  by  Rev. 
DeWittD.  Forward. 

2  See  Chapter  VI,  page  86. 


196         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Another  means  of  avoiding  all  possibility  of  sectarian  dis- 
crimination is,  in  the  examination,  to  allow  the  student  to 
select  questions  based  on  the  Old  Testament  out  of  a  larger 
number  of  questions  presented.  This  course  was  suggested 
by  Dr.  Seath  of  Ontario.  At  Muskogee,  Oklahoma,  as  we 
have  seen,  the  teachers  of  the  classes  suggest  to  the  examiner 
a  number  of  questions,  from  which  any  that  are  not  accept- 
able to  any  teacher  are  eliminated. 

The  Apocrypha,  uncanonized  Old  Testament  literature, 
can  also  be  introduced  into  the  course  with  advantage. 
The  Christian  student  as  well  as  the  Hebrew  ought  to  be 
familiar  with  the  Apocryphal  books. 

The  word  from  Texas  is  that  "all  bodies  of  Christians  as 
well  as  the  Jews  have  cooperated  in  the  matter."  l  Pro- 
fessor Frederick  Eby  of  the  University  of  Texas  says :  "The 
operation  of  the  plan  has  everywhere  proved  successful. 
All  bodies  of  Christians  and  Jews  have  cooperated  in  the 
matter.' ' 2 

Superintendent  of  Schools  J.  C.  Timberman,  of  Chester, 
West  Virginia,  wrote  on  March  3,  1916,  "We  have  yet  to 
have  a  word  of  criticism  from  Catholic,  Jew,  or  Gentile." 

Superintendent  Jesse  B.  Davis  of  Grand  Rapids,  Michi- 
gan, wrote  on  December  22,  1915,  "We  have  no  opposition. 
The  plan  has  been  approved  by  the  Catholics." 

Superintendent  Z.  C.  Thornburg  of  Des  Moines,  Iowa, 
wrote  on  January  19,  1916,  that  while  the  Catholic  church 
was  not  represented  in  the  movement  there,  no  objection 
had  been  raised  by  members  of  that  faith. 

Rev.  H.  H.  Peters  of  Paris,  Illinois,  wrote  on  February  24, 
1916,  "We  did  not  encounter  any  sectarian  difficulties,  be- 
cause the  same  privilege  was  accorded  every  church  in  the 
city." 

1  Texas  Plan  of  Bible  Study  for  High  School  Credits,  page  3. 

2  Bulletin  of  Methodist  Episcopal  Church,  South,  February,  1915,  page  200. 


POSSIBLE  LEGAL  OR  SECTARIAN  DIFFICULTIES    197 

Dr.  John  P.  McConnell,  president  of  the  State  Normal 
School  for  Women  at  East  Radford,  Virginia,  wrote  on 
January  21,  1916,  "The  plan  seems  perfectly  satisfactory  to 
everybody  and  the  results  are  good." 

Superintendent  D.  C.  Hull  of  the  public  schools  of  Merid- 
ian, Mississippi,  wrote  on  January  24,  1916,  "No  religious 
prejudices  have  bothered  us  so  far." 

Superintendent  H.  B.  Wilson  of  Topeka,  Kansas,  wrote  on 
January  5,  1916 :  "The  Catholic  priests  here  were  very  cor- 
dial when  the  matter  was  taken  up  with  them,  saying  that 
now  their  students  who  do  work  in  their  high  school  for  a 
while  before  they  come  to  us  would  be  able  to  get  credit 
not  only  for  their  algebra  and  Latin  but  also  for  their  Bible 
study.  They  said,  also,  that  they  would  immediately  organ- 
ize classes  for  those  Catholic  students  who  are  in  our  high 
school.  I  think  they  have  not  done  this  yet,  but  they  were 
very  cordial  and  enthusiastic  about  the  matter." 

The  Catholic  priests  in  Topeka  are  taking  steps  to  pro- 
vide courses  in  Bible  study  and  in  other  phases  of  religious 
instruction  for  the  Catholic  high  school  students  who  at- 
tend the  public  high  school. 

Superintendent  V.  L.  Strickland  of  Tecumseh,  Nebraska, 
wrote  on  January  26,  1916,  "While  the  Catholics  have  not 
yet  organized  a  class,  the  scheme  has  the  priests'  hearty 
approval." 

Mr.  E.  C.  Knapp  of  Spokane,  Washington,  wrote  on 
January  3,  1916,  that  the  number  of  Catholic  students  who 
were  taking  the  syllabus  of  study  was  small,  partly  because 
the  Protestants  are  taking  the  lead  in  promoting  it  and  have 
not  sought  to  enlist  the  Catholics,  and  partly  because  the 
parochial  schools  give  the  young  Catholics  considerable 
Bible  training.  He  says,  "  We  have  not  heard  of  a  case  where 
the  Catholics  have  been  opposed  to  the  syllabus  plan." 

Dr.  C.  K  Staudt  of  Tacoma,  Washington,  wrote  on 


198         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

January  14,  1916,  that  Catholics,  Jews,  and  Protestants 
alike  called  for  the  explanatory  booklets.  The  Superin- 
tendent of  Public  Instruction  of  the  city  had  told  Dr.  Staudt 
that  not  a  word  of  adverse  criticism  had  come  to  the  Board 
of  Education,  since  the  adoption  of  the  plan. 

Catholic,  Protestant,  and  Hebrew  students  are  pursuing 
Bible  courses  for  credit  in  Indiana.  Superintendent  Rickert 
of  Connersville  wrote  on  April  3,  1916:  "Groups  of  Cath- 
olics, Protestants,  and  Jews  are  at  work.  Since  the  plan  has 
been  inaugurated  I  have  known  of  no  material  opposition." 

We  have  noted  in  Chapter  XII,  at  pages  169,  170,  that 
the  Plan  for  Alabama  is  finding  favor  with  Catholics, 
Protestants,  and  Jews,  one  of  the  leaders  of  the  movement 
in  Montgomery  and  in  Mobile  being  a  Jewish  rabbi. 

STATE  FUNDS  NOT  REQUIRED 

The  secularist  as  well  as  the  religionist  is  disarmed. 
He  well  knows  that  all  governments  admit  the  need  of 
moral  and  religious  teaching  as  a  governmental  policy. 
Napoleon  said  in  effect  that  if  there  were  no  God  he  would 
have  to  make  one.  The  secularist  might  well  imagine  social 
conditions  where  there  was  no  moral  or  religious  restraint 
upon  the  conduct  of  his  fellow-citizens.  The  conditions 
where  every  one  did  that  which  was  right  in  his  own  sight 
did  not  prove  satisfactory  in  a  former  age. 

If  the  secularist  is  insistent,  however,  that  none  of  his 
contribution  toward  the  support  of  government  be  used  in 
promoting  religious  education  in  any  degree,  even  to  the 
extent  of  acquainting  the  young  people  with  Hebrew  liter- 
ature, he  can  find  no  objection  to  this  plan,  for  we  have 
seen  that  none  of  the  state  funds  are  expended  for  the  pur- 
pose. Furthermore,  the  public  buildings  are  seldom  used 
during  school  hours  and  are  used  at  other  hours  only  as  any 
other  group  of  citizens  may  use  them. 


POSSIBLE  LEGAL  OR  SECTARIAN  DIFFICULTIES    199 

If  the  Bible  study  is  carried  on  outside  of  public  school 
property  and  by  teachers  who  do  not  receive  remuneration 
therefor  from  the  state  funds,  it  is  obvious  that  there  can 
be  no  conflict  with  laws  which  provide  that  no  appropriation 
or  public  funds  are  to  be  used  in  aid  of  any  church,  school, 
or  educational  institution  controlled  by  any  church  or  sec- 
tarian denomination.1 

It  is  not  unusual  for  the  state  to  assume  some  financial 
burden  in  fostering  and  encouraging  education  in  denom- 
inational schools  and  colleges  in  the  way  of  inspection  and 
examinations.  In  the  state  of  New  York,  for  example,  a 
constitutional  clause  providing  that  the  state  shall  not  use 
its  property,  credit,  or  public  money  in  aid  of  any  such 
school  or  institution  wholly  or  in  part  under  the  control  or 
direction  of  any  religious  denomination  or  in  which  any 
denominational  tenet  or  doctrine  is  taught,  contains  the 
exception  "other  than  for  examination  or  inspection."2 
Under  such  a  provision  there  can  be  no  difficulty  in  the 
state's  assuming  the  inconsequential  financial  task  of  co- 
ordinating the  church  schools  with  the  public  school  system 
by  providing  the  requisite  inspection  of  the  church  schools 
and  a  uniform  examination  throughout  the  state  for  those 
who  elect  to  pursue  Bible  courses  for  credit. 

QUALIFIED   TEACHERS   REQUIRED 

There  are  some  practical  obstacles  in  the  way  of  the 
immediate  adoption  of  the  plan  in  all  places.  Conspicuous 
among  these  is  the  difficulty  of  devising  ways  and  means  of 
getting  the  kind  of  Work  done  in  the  church  schools  that  will 
command  the  respect  of  the  state  school  authorities. 

Dr.  Loran  D.  Osborn  of  the  University  of  Colorado,  in 
Religious  Education  for  April,  1916,  at  page  126,  says,  concern- 
ing the  difficulties  involved  in  the  practical  operation  of  the 
1  Colorado  Constitution,  IX,  7.  2  Article  IX,  section  4. 


200         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

plan,  that  these  are  chiefly  "those  connected  with  securing 
teachers,  having  adequate  classroom  facilities,  and  getting 
the  students  to  study." 

The  churches  as  a  rule  have  no  corps  of  trained  teachers 
in  the  church  schools  whose  preparation  is  equal  to  the 
preparation  required  of  the  teachers  in  the  state  schools, 
and  in  some  places  there  has  been  difficulty  in  finding 
suitable  teachers  to  conduct  these  Bible  study  credit  classes. 
A  principal  of  one  of  the  California  high  schools  is  said  to 
have  made  a  public  announcement  that  whenever  the  Sun- 
day school  teachers  qualified,  he  would  be  glad  to  give 
credit  for  Bible  study,  but  under  the  present  plan  of  Sunday 
school  work  this  would  be  impossible.  That  certainly  is  a 
challenge  that  ought  to  spur  the  religious  leaders  to  con- 
structive action. 

One  significant  result  of  this  plan  is  that  it  attracts  qual- 
ified persons  as  teachers  in  the  Bible  study  credit  classes. 
The  teacher  is  usually  the  pastor,  priest,  or  rabbi,  or  a 
teacher  in  some  local  public  school  or  college  who  volunteers 
his  services.  The  results  of  the  questionnaire  in  North 
Dakota,  as  stated  in  Chapter  V,  show  that  the  plan  in  actual 
operation  strengthens  the  teaching  staff  of  the  church  school. 
The  enlistment  of  these  competent  teachers  will  tend  to 
eliminate  the  incompetent  and  unprepared  teachers. 

Dr.  Squires,  referring  to  conditions  in  North  Dakota, 
says  concerning  the  teachers :  "The  lack  seems  to  be  not  so 
much  on  the  informational  side  as  in  the  matter  of  inspira- 
tional power  and  ability  to  maintain  interest.  Most  of  the 
teachers  have  been  educationally  well  equipped;  not  all 
have  had  the  peculiar  tact  necessary  to  make  a  success  of 
a  purely  voluntary  course."  x 

It  may  be  insisted  that,  given  the  teaching  conditions  in 
the  church  school  that  would  be  required  in  order  to  justify 
1  Religious  Education,  February,  1916,  page  22. 


POSSIBLE  LEGAL  OR  SECTARIAN  DIFFICULTIES    201 

the  state  in  giving  academic  credit  for  Bible  study,  the 
church  could  secure  as  good  results,  or  better,  without 
academic  recognition  for  such  study.  The  church  schools, 
however,  need  just  that  recognition,  which  we  insist  is  their 
due,  as  an  aid  in  securing  the  ideal  conditions.  The  work 
of  the  church  schools  is  hampered  and  belittled  in  the  eyes  of 
the  young  people  just  because  it  is  not  linked  with  and  made 
a  part  of  their  life  curriculum,  as  is  being  done  with  other 
activities  outside  of  their  school  work. 

In  many  church  schools  there  is  doubtless  a  present  lack 
of  physical  equipment  in  the  way  of  separate  classrooms, 
blackboards,  maps,  and  reference  books,  but  when  the 
possession  of  these  facilities  is  made  a  prerequisite  to  secur- 
ing academic  recognition  for  Bible  study,  this  inadequacy 
will  doubtless  be  remedied. 

Dr.  Squires  reports  that  in  North  Dakota  there  has  been 
some  difficulty  in  getting  the  boys  and  girls  to  do  serious 
work  in  the  Bible  courses  conducted  for  credit.  They  at 
first  thought  that  it  would  be  a  "snap  course,"  an  easy 
way  to  pick  up  a  little  credit.  Consequently  a  good  many 
failed  to  pass  the  examination.  Dr.  Squires  says  their  fail- 
ure in  some  cases  discouraged  teachers  and  in  many  more 
deterred  the  young  people  from  undertaking  the  work.1 

Inadequate  time  is  often  given  in  the  ordinary  church 
school  to  systematic  class  study  of  the  Bible.  It  is  not  im- 
practicable to  apportion  the  usual  Sunday  school  hour  so  as 
to  lengthen  the  study  period  to  about  forty-five  minutes, 
the  amount  of  time  which  the  University  of  the  State  of 
New  York  requires  to  be  devoted  to  weekly  class  instruction 
in  correlation  with  home  projects  in  agriculture  and  home- 
making,  for  which  credit  is  offered. 

Another  real  difficulty  that  may  hinder  the  adoption  of 
the  plan  in  some  places  is  the  natural  conservatism  and 
1  Religious  Education,  February,  1916,  page  22. 


202         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

perhaps,  in  some  cases,  the  indifference  of  schoolmen  to  the 
claims  of  moral  and  religious  education. 

A  principal  of  a  middle  west  high  school,  who  is  reported 
to  have  said,  "We  accept  this  work  not  because  of  any  in- 
trinsic value  it  may  have,  but  in  order  to  quiet  those  people 
who  speak  frequently  of  our  public  schools  as  'Godless 
institutions/ "  may  or  may  not  have  spoken  for  himself 
alone;  but  there  is  surely  a  goodly  company  of  school  ad- 
ministrators and  officials,  as  the  evidence  herein  shows, 
who  are  enthusiastic  over  the  merits  of  the  plan.  Witness, 
for  instance,  R.  H.  Wilson,  superintendent,  and  president  of 
the  State  Board  of  Education  of  Oklahoma,  when  he  says, 
"I  heartily  indorse  the  plan." 

RELIGIOUS  INSTRUCTION   ENCOURAGED 

The  objection  has  been  made  that  the  plan  sterilizes 
religious  training.  One  pastor  is  reported  to  have  objected 
to  the  plan  on  the  ground  that  "there  is  no  religion  in  it." 
It  is  proposed  that  the  examinations  be  entirely  free  from 
any  purely  religious  sentiment  or  bias  and  that  they  carefully 
avoid  all  theological  questions.  While  religious  instruction 
and  worship  are  in  no  way  involved  in  the  idea  of  credit  for 
Bible  study,  this  is,  however,  to  be  encouraged,  and  how  much 
of  those  elements  is  introduced  into  the  Bible  study  course 
depends  entirely  upon  the  teacher.  The  teacher  is  left  at 
perfect  liberty  to  combine  with  the  geographical,  historical, 
and  literary  aspects  of  the  Bible  any  religious  interpretation 
he  desires.  Under  the  plan  proposed,  the  state  will  encour- 
age religious  education,  but  will  pass  only  on  the  purely 
intellectual  and  informational  study  of  the  Bible  as  a  piece 
of  world  literature. 

Would  not  the  interest  of  the  student  of  a  Bible  study 
credit  class  be  centered  upon  the  syllabus  or  outline  of 
geographical  and  historical  facts  on  which  the  examination 


POSSIBLE  LEGAL  OR  SECTARIAN  DIFFICULTIES    203 

would  be  based,  to  the  exclusion  of  the  ethical  and  religious 
elements?  That  would  depend  also  upon  the  teacher. 
The  same  situation  would  exist  in  this  respect  as  in  any  other 
study.  A  teacher  may  present  the  bare  skeleton  of  any 
science  or  may  vitalize  it  with  flesh  and  blood,  as  it  were. 
The  real  teacher  would  not  lean  too  heavily  on  the  syllabus 
in  this  or  any  other  subject. 

Objection  may  be  made  to  determining  the  student's 
grade  in  Bible  study  solely  by  means  of  a  formal  examination, 
without  permitting  any  evaluation  of  the  student's  work  to 
be  made  by  the  teacher,  based  upon  written  work  and  the 
record  of  class  work.  This,  however,  is  not  an  objection  to 
the  giving  of  credit  for  outside  Bible  study,  but  to  the 
method  of  determining  whether  or  not  such  credit  shall  be 
given.  That  is  an  objection  properly  addressed  to  the  sys- 
tem of  determining  credit  quite  generally  in  vogue  in  all 
our  public  institutions  of  learning.  The  giving  of  an 
examination  as  the  basis  of  the  Bible  credit  is  not  of  the 
essence  of  the  plan.  We  have  seen  that  in  Colorado  and 
elsewhere  partial  credit  is  given  for  daily  class  work,  note- 
book work,  and  other  written  exercises,  and  that  in  other 
places  the  credit  is  given  on  the  statement  of  the  teacher 
that  the  work  has  been  properly  done. 

Is  the  church  confessing  weakness  on  its  part  in  asking 
for  academic  recognition  for  the  work  of  its  schools?  Not 
a  bit  of  it.  It  can  show  that  its  schools  have  steadily  and 
progressively  raised  their  standards  and  extended  their 
influence.  It  does  not,  however,  claim  for  its  schools  that 
they  have  kept  pace  with  the  public  schools  and  colleges. 
The  advocates  of  academic  recognition  for  outside  Bible 
study  believe  that  this  lagging  behind  on  the  part  of  the 
church  schools  is  due  to  the  lack  of  coordination  between 
the  two  educational  systems,  state  and  church. 

Will  the  average  religious  community  subject  its  Bible 


204  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

teaching  to  the  surveillance  of  an  outside  authority  ?  That 
remains  to  be  seen.  Many  churches  of  various  faiths  have 
done  so  in  all  parts  of  the  country.  They  are  not  obliged 
to  do  so.  The  plan  is  entirely  optional.  If  the  churches 
desire  to  secure  for  their  young  people  the  academic  recog- 
nition for  Bible  study,  it  is  for  them  to  meet  the  educational 
requirements  imposed  by  the  state. 

The  experience  of  one  western  city,  where  the  plan  of 
giving  high  school  credit  for  Bible  study  pursued  in  the 
church  schools  was  adopted  by  the  local  school  board,  should 
serve  as  a  warning  against  using  the  plan  as  a  proselyting 
scheme.  In  this  city  two  of  the  Protestant  ministers  used 
it  as  a  means  to  enroll  pupils  of  other  church  denominations 
than  their  own  in  their  Sunday  school  classes.  This  created 
a  great  deal  of  bad  feeling  among  the  ministers  and  resulted 
in  the  board's  abandoning  the  plan  for  the  time  being. 


CHAPTER  SIXTEEN 
What  to  Do?    Prepare 

HAVING  studied  the  main  features  of  this  plan  and 
having  surveyed  the  various  adaptations  that  have 
been  made  of  it  in  many  places,  we  are  ready  to  consider 
what  can  be  done  in  those  localities  where  there  is  now  no 
cooperation  between  public  and  church  schools. 

The  word  of  the  hour  is  "preparedness."  That  suggests 
the  first  step  to  be  taken  in  this  matter.  It  is  to  raise  the 
educational  efficiency  of  our  church  school  work  so  that 
when  the  public  school  authorities  are  ready  to  grant  credit 
for  Bible  study,  the  religious  leaders  may  not  be  in  any  way 
embarrassed  by  a  failure  of  their  work  to  measure  up  to 
the  educational  standards  of  the  public  schools.  Let  us  at 
once  raise  the  "educational  work  of  the  church  to  the 
point  of  efficiency  where  we  can  claim  the  right  of  credits 
and  academic  recognition."  1 

A  question  is  raised  and  answered  for  us  by  Superintendent 
Frank  F.  Bunker  of  the  Berkeley,  California,  schools,  as 
follows:  "How  can  the  churches  make  their  work  more 
vital  and  increase  their  hold  on  the  masses?  By  procuring 
a  better  trained  body  of  teachers;  adapting  the  spirit  of 
instruction  to  the  spirit  of  youth;  giving  as  much  care  to 
the  religious  training  of  the  adolescent  as  the  schools  are 
giving  in  matters  secular."  2 

"Everything  depends  upon  the  intelligence,  tact,  and 
spirit  of  the  teacher.  Here,  as  in  everything  else,  mere 
machinery  cannot  do  the  work.     It  is  the  man  behind  the 

1  Religious  Education,  December,  1915,  page  571. 

'"Cooperation  of  Church  and  School,"  in  Sierra  Educational  News, 
December,   1911;  reprinted  in  Catholic  Educational  Review,  3:153-170. 

205 


206         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

machine  that  counts."1  "Sunday  school  teachers,  it  is 
recognized,  must  be  well  prepared  if  this  work  is  to  be  ac- 
cepted for  credit  in  the  public  schools."  2 

"The  church  must  become  an  educational  factor,  must 
train  its  teachers,  must  become  pedagogically  efficient,  must 
be  ready  to  take  over  such  a  portion  of  public  education  as 
properly  belongs  to  the  religious  side  of  education."  8 

Many  pastors  and  church  school  workers  must  be  aroused 
to  the  opportunity  which  the  plan  presents  to  them.  They 
must  aid  in  raising  the  educational  efficiency  of  the  Bible 
study  classes  and  enlist  to  service  in  this  work  the  large 
body  of  trained  educationists  in  the  membership  of  the 
church. 

TRAINING  RELIGIOUS   TEACHERS 

Three  agencies  have  recently  been  developed  to  meet  the 
need  of  qualified  workers  in  the  church  schools,  —  the 
Teachers'  Council,  the  Teachers'  Training  Class,  and  the 
City  or  Community  Training  School. 

The  Teachers'  Council  is  a  monthly  meeting  of  all  the 
teachers  and  officers  of  the  school,  where  problems  of  ad- 
ministration are  considered  and  where  by  means  of  prepared 
papers  and  discussions  teachers  without  adequate  Biblical 
and  pedagogical  training  can  be  brought  up  gradually  to 
the  standard  of  efficiency. 

It  is  not  sufficient,  however,  to  train  teachers  now  in 
service.  There  should  be  in  training  a  corps  of  young  people 
who  shall  be  available  as  future  teachers  and  officers  of  the 
church  schools.  Every  progressive  church  school  should 
accordingly  maintain  a  regular  Teachers'  Training  Class  for 

1  Religious  Education,  February,  1916,  page  24. 

2  The  Essential  Place  of  Religion  in  Education  (a  monograph  published 
by  the  National  Education  Association,  1916),  page  99. 

*  Fourth  Annual  Report,  Council  of  Church  Boards  of  Education,  page  58. 


WHAT  TO  DO?    PREPARE  207 

the  preparation  of  young  people  for  effective  service  as 
teachers  and  administrators. 

The  City  or  Community  Training  School,  or  Institute  or 
School  of  Religious  Education,  as  it  is  sometimes  called,  is 
a  night  school  of  religious  education,  with  rigid  requirements 
of  study,  recitation,  and  examinations,  for  the  better  train- 
ing of  Sunday  school  workers  in  methods  of  efficient  organi- 
zation and  administration,  in  methods  of  teaching,  and  in 
knowledge  of  the  Bible.  It  is  not  the  purpose  of  these  train- 
ing schools  to  supplant  teachers'  training  classes  in  the  local 
church  school,  but  to  train  leaders  for  such  classes  and  to 
offer  opportunity  for  training  to  teachers  in  schools  where 
no  training  classes  have  been  established. 

The  course  pursued  in  these  schools  consists  of  a  certain 
amount  of  lecture  work  and  a  certain  amount  of  depart- 
mental work.  Departmental  specialization  is  made  possible 
by  bringing  together  in  one  group  under  the  leadership  of 
an  expert  all  the  teachers  of  the  various  churches  of  a  com- 
munity who  are  working  in  the  same  department. 

TYPICAL  TRAINING   SCHOOLS 

The  Community  Training  School  has  demonstrated  its 
value  in  many  centers  of  population.  There  are  about  two 
hundred  and  fifty  such  schools  in  successful  operation.  One 
of  the  first  to  be  organized  was  at  Cincinnati,  Ohio.  The 
school  is  conducted  under  the  auspices  of  the  Hamilton 
County  Sunday  School  Association  and  is  held  in  one  of  the 
local  churches,  with  two  sessions  of  an  evening.  There  is  a 
Bible  lecture  period  extending  from  7.30  to  8.20,  followed  by  a 
class  period  from  8.20  to  9.  The  1915  session  of  the  school 
began  November  1  and  continued  until  April  24,  1916. 
Courses  are  given  in  Old  Testament  History,  New  Testa- 
ment History,  Church  History,  Biblical  Interpretation, 
Principles  and  Methods  of  Teaching,  Biblical  Geography 


208         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

and  the  use  of  Bible  helps,  Organization  and  Administration, 
Missionary  Methods,  Sunday  School  Evangelism,  Story 
Telling,  Temperance  Methods,  etc. 

We  have  noted  in  Chapter  IV,  page  63,  that  credit  is  given 
at  Cincinnati  by  the  public  school  authorities  to  public  school 
teachers  who  satisfactorily  complete  courses  in  the  Training 
School.  At  Topeka,  Kansas,  Superintendent  H.  B.  Wilson 
of  the  public  schools  is  also  director  of  the  City  Training 
School  and  allows  full  credit  for  courses  taken  in  this  school 
toward  graduation  from  the  high  school. 

At  Des  Moines,  Iowa,  there  is  a  community  training 
school  with  a  strong  faculty  under  the  direction  of  Dean 
Arthur  E.  Bennett  of  Highland  Park  College,  known  as  the 
Sunday  School  Institute.  This  institute  bears  the  same 
relation  to  the  religious  work  of  the  community  that  a  state 
normal  college  bears  to  the  public  schools  of  the  state. 
Superintendent  Z.  C.  Thornburg  of  the  city  schools  is  a 
member  of  the  community  board  of  religious  education. 
Dean  Bennett  and  Superintendent  Thornburg  build  the 
curriculum  of  the  local  Sunday  schools. 

The  institute  holds  its  sessions  in  the  local  Young  Women's 
Christian  Association  building.  The  average  enrollment  is 
two  hundred  and  two,  and  while  any  one  is  admitted  who 
can  do  the  character  of  work  required,  fifty  per  cent  of 
those  enrolled  are  college  graduates.  A  three-years  course  is 
pursued,  and  high  educational  standards  are  maintained. 
The  local  libraries  and  university  provide  the  reference  books 
required.  There  are  five  such  institutes  in  Iowa  in  towns 
with  populations  as  low  as  from  three  to  six  thousand  people.1 

In  the  city  of  Chicago  there  is  what  is  called  the  Chicago 
System  of  Community  Training  Schools,  coordinated  with 
the  Cook  County  Sunday  School  Association.    The  proto- 

1  See  Athearn,  The  City  Institute  for  Religious  Teachers.  University  of 
Chicago  Press,  1916. 


WHAT  TO  DO?    PREPARE  209 

type  of  these  schools  was  the  Community  School  of  Religious 
Education,  organized  in  1914  as  the  result  of  a  community 
movement  embracing  twenty  churches  in  Oak  Park  and 
River  Forest.  There  are  nine  other  such  schools  in  the  city, 
organized  in  practically  the  same  way.  Efforts  are  under 
way  to  provide  an  endowment  of  $5000  for  each  of  these 
schools.  Principal  Floyd  E.  Peddicord  of  the  Nathaniel 
Hawthorne  School  at  Oak  Park  is  the  dean  of  these 
schools. 

The  enrollment  in  the  Oak  Park-River  Forest  School  was 
six  hundred  and  eighteen  for  the  first  year,  beginning  in  the 
fall  of  1914.  The  sessions  of  this  school  are  held  in  the 
First  Presbyterian  Church  at  Oak  Park.  Three  years  of 
work  is  required  for  graduation  from  all  these  schools  except 
the  first  one  organized,  which  requires  four  years. 

There  is  conducted  in  the  city  of  Rochester,  New  York, 
a  School  of  Religious  Education  under  the  auspices  of  the 
Protestant  churches,  with  the  cooperation  of  the  Young 
Men's  Christian  Association,  the  Young  Women's  Christian 
Association,  the  University  of  Rochester,  and  the  Rochester 
Theological  Seminary.  It  was  opened  in  November,  1914, 
with  Dr.  Irving  E.  Miller  of  the  university,  who  had  served 
as  director  of  Religious  Education  while  connected  with  the 
Teachers'  College  at  Greeley,  Colorado,  as  director  of  the 
School  of  Religious  Education. 

All  who  are  interested  in  religious  education  are  invited 
to  take  the  courses,  whether  they  plan  to  prepare  themselves 
for  Sunday  school  work  or  to  broaden  their  understanding 
of  the  problems  of  the  Sunday  school,  including  Sunday 
school  workers  now  in  service,  parents  who  wish  to  keep  in 
touch  with  the  religious  development  and  training  of  their 
children,  and  students  who  wish  to  supplement  their  training 
with  special  courses  which  will  fit  them  for  more  efficient 
service  in  the  field  of  religious  education. 


210         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

There  are  two  terms  of  twelve  weeks  each,  the  sessions 
being  held  on  Tuesday  evenings  at  the  Young  Men's  Chris- 
tian Association  building.  The  sessions  are  from  7  to  8 
and  from  8  to  9,  and  students  may  enroll  for  either  or 
both  sessions,  for  either  or  both  terms.  The  first  term  of 
the  second  year  began  September  28, 1915,  and  ended  Decem- 
ber 14,  1915 ;  the  second  term  began  January  4,  1916,  and 
was  ended  March  21,  1916.  For  the  accommodation  of 
those  who  wish  to  go  to  the  early  session  direct  from  office, 
store,  or  shop,  a  light  luncheon  is  served  in  the  Young  Men's 
Christian  Association  building. 

Courses  are  given  dealing  with  the  problems  of  the  various 
departments  of  the  Sunday  school :  Elementary  Course  in 
the  Bible,  the  Message  of  the  Bible  to  the  Modern  World 
and  to  the  Teachers  of  Childhood  and  Youth,  Bible  Heroes 
and  Heroines,  Child  Psychology,  Principles  and  Methods  of 
Religious  Education,  Organization  and  Administration  of 
the  Sunday  School,  the  Graded  Sunday  School,  Bible 
Stories,  and  Story  Telling. 

It  will  be  recalled  that  in  the  state  of  North  Carolina 
the  Protestant  leaders  interested  in  the  movement  for  the 
giving  of  credit  for  Bible  study  are  addressing  themselves 
first  to  developing  and  training  Sunday  school  leaders  and 
teachers  as  a  preliminary  step  in  preparation  for  the  ulti- 
mate granting  of  such  credit.  They  are  there  establishing 
city  and  community  training  schools  for  this  purpose. 

Several  community  training  schools  have  been  established 
in  Guilford  County.  The  Greenboro  school  has  a  three- 
years  course  of  study  for  two  terms  of  each  year.  Twenty- 
four  churches  are  represented  in  the  school,  and  there  is  an 
enrollment  of  one  hundred  and  fifty-eight.  The  first  term 
opened  on  February  4,  1915,  and  continued  for  twelve  weeks, 
with  two  periods  each  week.  Every  church  of  every  de- 
nomination in  the  city  was  represented  in  the  school,  and 


WHAT  TO  DO?    PREPARE  211 

several  students  came  from  schools  outside  the  city  limits. 
The  third  year's  work  began  in  October,  1916. 

The  plan  provides  for  the  community  school  to  hold  at 
least  thirty  sessions  aside  from  examinations  and  general 
exercises,  meeting  one  evening  each  week.  The  work  of 
each  evening  is  divided  into  two  periods,  one  a  lecture 
assembly  period  of  forty-five  minutes,  when  a  speaker  pre- 
sents some  subject  of  interest,  and  the  other  a  class  period, 
when  the  school  meets  in  sections  for  instruction  in  special 
lines  of  work.  The  class  work  is  the  main  feature.  The 
weekly  program  is  as  follows :  7.45,  song  and  devotional 
service ;  8,  lecture  period ;  8.30,  departmental  classes ;  9.30, 
adjournment.  Meetings  are  held  every  Thursday  at  the 
West  Market  Methodist  Church  Annex. 

A  council  composed  of  representatives  from  each  Sunday 
school  and  religious  organization  in  the  city  determines  the 
general  plan  and  policy  of  the  school.  The  executive  con- 
trol of  the  school  is  vested  in  a  central  committee  of  five 
members,  the  officers,  and  members  of  the  faculty. 

COMMUNITY  RELIGIOUS  COUNCIL 

A  "Council  of  Moral  and  Religious  Education,"  to  hold 
the  same  relation  to  the  moral  welfare  of  the  young  that  a 
city  council  holds  to  civic  affairs,  has  been  proposed.1  This 
council  would  consist  of  all  pastors,  public  school  officers 
and  teachers,  Sunday  school  superintendents  and  teachers, 
librarians,  Young  Men's  Christian  Association  and  Young 
Women's  Christian  Association  employed  officers,  social 
workers,  leaders  in  women's  clubs,  etc.  This  council  could 
lead  in  the  study  and  organization  of  community  plans  for 
more  effective  religious  and  Biblical  instruction. 

Before  such  a  council,  containing  representatives  of  all 
the  religious  and  educational  interests  of  a  community, 
1  Bulletin  No.  4,  Northern  Baptist  Convention,  page  10. 


212         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Catholic,  Protestant,  and  Hebrew,  the  matter  of  the  closer 
correlation  of  the  public  and  church  schools  might  well  be 
discussed.  The  advantages  of  the  plan  of  giving  public 
school  credit  for  outside  Bible  study  could  there  be  stated 
and  the  interest  of  the  school  authorities  enlisted. 

Such  a  council  has  been  organized  at  Toledo,  Ohio.  It 
has  presented  to  the  board  of  education  a  scheme  for  week- 
day instruction  of  children  in  the  elementary  grades  and  for 
enrollment  and  record  of  attendance  of  high  school  students 
at  the  week-day  church  school,  and  one  fourth  unit  of  credit 
after  examination. 

A   DIRECTOR  OF  RELIGIOUS   EDUCATION 

There  are  cases  where  a  large  city  church  or  a  group  of 
churches  in  a  community  has  secured  the  services  of  a  paid 
"Director  of  Religious  Education,"  who  bears  somewhat 
the  relation  to  the  church  schools  that  the  superintendent 
of  schools  bears  to  the  public  school  system  of  a  city. 
The  development  of  this  idea  argues  well  for  the  prospect 
of  increasing  the  educational  efficiency  of  the  church  schools. 
Such  a  director  should  be  employed  wherever  possible  to 
aid  in  preparing  the  way  for  the  granting  of  credit  for  Bible 
study. 

EQUIPMENT 

"Our  churches  must  learn  that  religious  education  re- 
quires equipment  in  buildings,  libraries,  and  teaching  ma- 
terials and  apparatus,"  says  the  report  of  the  Religious  Edu- 
cation Association  on  the  training  and  supply  of  professional 
workers  in  religious  education  at  the  1915  convention.1 
Let  the  church  schools  be  provided  by  the  church  with 
better  physical  equipment  for  educational  work. 

1  Report  of  the  United  States  Commissioner  of  Education,  1915,  1 :  631. 


CHAPTER  SEVENTEEN 

Mode  of  Procedure 

THIS  survey  of  the  genesis  and  present  status  of  the 
movement  for  the  giving  of  academic  credit  toward 
graduation  for  outside  Bible  study  shows  that  the  plan  may 
be  either  initiated  in  a  local  community  or  adopted  as  a  state 
policy. 

The  first  mode  of  procedure  is  immediately  available 
where  local  interest  in  the  subject  has  crystallized  into 
public  opinion,  while  the  second  is  more  effective  in  a  larger 
way  where  the  state  educational  authorities  can  be  won 
over  to  the  plan. 

RECAPITULATION 

To  refresh  our  memory,  let  us  recapitulate  a  few  illustra- 
tive instances  of  how  the  plan  was  initiated  in  specific  juris- 
dictions or  localities.  In  Colorado  the  religious  leaders 
collaborated  with  representatives  of  the  college  faculty  to 
devise  the  Greeley  plan.  The  idea  of  extending  the  plan 
to  the  field  of  secondary  education  was  put  forward  by 
religious  interests  and  approved  by  the  State  Teachers'  Asso- 
ciation, which  appointed  a  committee  to  cooperate  with  a 
similar  committee  from  the  State  Sunday  School  Association 
in  outlining  a  course  of  study. 

In  North  Dakota  the  matter  was  originally  acted  upon 
by  a  committee  of  the  State  Teachers'  Association,  and  then 
approved  first  by  the  High  School  Conference  and  finally 
by  the  State  Board  of  Education.  In  Indiana  the  proposi- 
tion was  brought  before  the  State  Board  of  Education  by  a 
committee  from  the  State  Association  of  Teachers  of  Eng- 
lish and  the  High  School  Section  of  the  State  Teachers' 
Association. 

At  Tacoma  the  plan  was  initiated  by  the  local  Ministerial 

213 


214         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Alliance  and  adopted  by  the  local  school  board.  At  Lewis- 
ton,  Idaho,  the  Ministerial  Association  took  the  initiative. 

In  Texas  the  matter  was  put  forth  by  a  State  Commission 
on  Religious  Education  composed  of  thirty-two  educational 
leaders  from  seventeen  different  denominations  and  religious 
organizations,  with  the  approval  of  the  state  superintendent. 

The  superintendent  of  the  Muskogee  public  schools  started 
the  movement  in  Oklahoma. 

The  Mississippi  plan  of  affiliation  was  worked  out  by  a  joint 
committee  representing  the  state  and  church  school  interests. 

In  Virginia  the  State  Teachers'  Association  recommended 
that  the  State  Board  of  Education  adopt  the  plan. 

The  Alabama  plan  was  adopted  by  an  executive  com- 
mittee of  the  State  Sunday  School  Association,  of  which 
the  state  superintendent  of  public  instruction  was  a  mem- 
ber, and  is  to  be  brought  to  the  attention  of  state  educa- 
tional leaders  with  a  view  to  its  general  adoption. 

This  summary  suffices  to  show  that  there  may  be  various 
ways  of  getting  at  the  matter.  Where  the  local  school  boards 
control  the  curriculum  of  the  schools,  the  plan  may  be  intro- 
duced locally;  but  in  jurisdictions  where  the  curriculum  of 
local  schools  is  arranged  by  or  subject  to  the  approval  of 
state  educational  officials,  their  approval  of  the  plan  must 
be  secured. 

While  religious  leaders  naturally  have  given  the  initial 
impetus  to  the  movement,  it  cannot  be  too  strongly  em- 
phasized that  it  must  be  put  forward  as  an  educational 
rather  than  as  a  religious  movement.  Religious  leaders  in 
or  out  of  the  ranks  of  teachers  in  state  schools  will  be  most 
interested  in  pushing  the  matter,  but  experience  shows 
that  the  best  mode  of  procedure  is  for  the  religious  leaders 
so  to  present  the  plan  to  their  friends  in  the  field  of  secular 
education  that  the  latter  will  appreciate  its  merits  and  take 
the  initiative  in  starting  the  movement. 


MODE  OF  PROCEDURE  215 

STARTING   THE   PLAN 

No  legislative  action  is  anywhere  required  to  start  the 
plan.  In  those  localities  where  the  public  schools  already 
give  credit  for  home  work  or  other  outside  activities,  there 
ought  to  be  no  difficulty  for  the  school  authorities  to  accord 
the  same  recognition  to  Bible  study  when  they  have  been 
led  to  appreciate  the  advantages  of  the  plan  and  to  see  that 
it  involves  no  religious  or  sectarian  difficulties.  We  have 
seen  that  in  several  instances,  instead  of  offering  credit 
specifically  for  Bible  study,  credit  has  been  offered  generally 
by  school  authorities  for  one  or  more  outside  activities, 
including  Bible  study.  Such  credits  have  been  offered  for 
music  and  Bible  study  in  Topeka  and  Salina,  Kansas ;  Grand 
Rapids,  Michigan;  and  Webb  City,  Missouri.  For  local 
considerations  this  may  sometimes  be  a  wise  course. 

Generally,  however,  it  would  be  well  for  those  interested 
in  the  plan  to  call  what  might  be  called  "a  Council  of  Re- 
ligious Education"  to  consider  the  subject  of  cooperation 
between  the  public  schools  and  the  church  schools.  To  this 
meeting  should  be  invited  every  teacher  and  official  in  the 
public  schools  and  in  the  church  schools  of  the  community, 
the  members  of  the  board  of  education,  every  local  clergy- 
man, —  Catholic,  Protestant,  and  Hebrew,  —  secretaries  of 
young  men's  and  young  women's  Christian  and  Hebrew 
associations,  public  librarians,  etc. 

Before  this  gathering  should  be  laid  the  features  of  the 
plan  for  giving  public  school  credit  for  outside  Bible  study. 
Great  care  must  be  taken  to  explain  the  matter  in  detail 
and  to  win  the  consent  and  approval  of  those  who  do  not 
understand  it  and  who  are  fearful  lest  sectarian  differences 
become  aroused  and  intensified. 

Assuming  that  the  religious  and  educational  leaders  of 
the  community  are  at  last  won  by  some  such  method  to  the 


216         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

plan,  a  formal  resolution  might  be  adopted  at  such  a  gather- 
ing approving  the  plan  and  asking  the  school  authorities  to 
offer  credit  for  such  work.  Experience  has  shown  that 
school  boards  heartily  and  readily  agree  to  the  adoption  of 
the  plan  where  it  is  rightly  presented. 

IMPORTANCE  OF  MAKING  THE  MOVEMENT  NONSECTARIAN 

It  is  so  important  a  caution  that  it  will  bear  repetition 
that  too  great  care  cannot  be  taken  to  avoid  all  possibility 
of  misunderstanding  by  putting  the  movement  on  a  broad 
nonsectarian  basis.  It  should  not  be  put  forward  as  the 
proposal  of  any  faith.  The  cooperation  of  every  religious 
organization  in  the  community  should  be  sought. 

The  school  board  should  publicly  announce  the  conditions 
under  which  credit  will  be  given  for  outside  Bible  study, 
stating  the  quantity  and  quality  of  Bible  study  that  will  be 
required  for  credit.  The  church  schools  will  then  be  called 
upon  to  show  whether  they  are  doing  or  are  able  to  do  the 
grade  of  work  which  the  public  schools  consider  worthy  of 
academic  recognition. 

A   STATE-WIDE   PLAN   MOST   DESIRABLE 

The  ideal  arrangement  would  seem,  however,  to  be  a 
uniform  system  of  supervising  and  crediting  Bible  study 
such  as  is  in  vogue  in  North  Dakota  and  Indiana  and  is 
proposed  in  Virginia.  Where,  as  in  New  York  State,  uni- 
form examinations  are  held  simultaneously  throughout  the 
state,  there  should  be  provided  by  the  state  education  de- 
partment a  syllabus  of  Bible  study  for  the  guidance  of  the 
classes  that  wish  to  pursue  the  subject,  as  is  provided  in 
other  subjects. 

Where  there  may  exist  practical  difficulties  which  seem  to 
prevent  the  publication  of  the  syllabus  by  the  state,  as  is  done 
in  Oregon,  it  may  be  published  by  religious  interests.     In  such 


MODE  OF  PROCEDURE  217 

a  case,  Catholics,  Protestants,  and  Hebrews  ought  jointly  to 
assume  this  task ;  but  if  this  cooperation  cannot  be  arranged, 
let  one  of  these  groups  do  it,  relying  upon  the  merits  of  the 
plan  to  enlist  the  cooperation  of  the  others  subsequently. 

The  State  Sunday  School  Association  has,  in  probably 
every  instance,  approved  the  plan  and  has  asked  the  state 
superintendent  or  commissioner  of  education  to  take  action 
and  appoint  a  committee  to  prepare  a  syllabus,  or  has  col- 
laborated with  representatives  of  the  state  organization  of 
teachers.  These  organizations,  through  a  selected  joint 
committee,  might  well  prepare  and  recommend  to  the  state 
superintendent  a  syllabus. 

C.  W.  Tenney,  state  inspector  of  rural  schools  in  Mon- 
tana, suggests  that  "some  outline  of  a  course  of  Bible  study 
should  be  submitted  to  each  of  the  State  Teachers'  Associa- 
tions, with  a  request  that  it  recommend  that  all  high  school 
principals  give  credit  similar  to  that  allowed  in  North 
Dakota,  whenever  in  the  judgment  of  that  principal  the 
teachers  have  scholastic  preparation  equal  to  that  required 
of  other  high  school  teachers  and  where  the  study  of  the 
lesson,  the  length  of  the  recitation  period,  and  the  general 
quality  of  the  work  indicate  that  it  is  worthy  of  credit 
from  the  standpoint  from  which  other  high  school  subjects 
are  judged."  1 

There  should  be  a  uniform  examination  provided  by  the 
educational  authorities  of  the  state.  The  questions  might 
well  be  prepared  by  a  committee  composed  of  educators, 
selected  by  the  state  superintendent,  who  are  representative 
of  the  various  churches.  The  questions  could  be  issued  to 
the  local  school  principals  and  the  answer  papers  sent  back 
to  the  committee  which  prepared  them  or  to  an  examiner 
representing  the  state. 

The  Virginia  plan  provides  for  a  central  committee  of 
1  School  News  and  Practical  Educator,  29 :  390,  April,  1916. 


218         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

seven  educators  of  the  state,  headed  by  the  state  superin- 
tendent. Dr.  Good  of  Kansas  proposed  that  the  central 
supervision  of  the  matter  be  vested  in  a  committee  of  nine 
members,  three  representing  the  state  board  of  education, 
appointed  by  the  state  superintendent  of  public  instruc- 
tion, three  members  representing  the  State  Teachers'  Asso- 
ciation, appointed  by  that  body,  and  three  members  repre- 
senting the  State  Sunday  School  Association,  appointed  by 
the  executive  committee  of  that  association. 

In  Colorado  the  committee  on  Bible  study  for  high  schools 
from  the  State  Teachers'  College  and  the  State  Sunday 
School  Association  constitutes  the  state  committee  of  ex- 
aminers. This  committee  is  given  general  charge  of  all 
Bible  study  work  done  for  credit  in  the  Sunday  schools  and 
churches  of  the  state. 

The  educational  boards  or  officers  of  the  Catholic,  Protes- 
tant, and  Jewish  churches  might  select  a  list  of  educators  of 
their  respective  faiths  who  are  occupying  state  school  or 
college  positions,  and  submit  this  list  to  the  state  superin- 
tendent. The  central  committee  might  be  selected  from 
these  lists  in  some  manner  agreeable  to  all  concerned,  so  as 
to  give  all  interests  representation  approximately  propor- 
tionate to  the  number  of  communicants  in  the  state. 

The  state  superintendent  or  commissioner  of  education 
should  recommend,  as  did  Superintendent  Churchill  of 
Oregon,  that  local  school  boards  give  public  school  credit 
toward  graduation  for  outside  Bible  study  and  specify  the 
conditions  under  which  such  work  shall  be  done.  It  would 
give  great  impetus  to  Sunday  school  work  to  know  that  its 
work  was  thus  recognized  by  the  state  school  authorities. 

CREDIT  FOR  ALL  BIBLE  STUDY  OF  ACADEMIC  GRADE 

Credit  should  be  offered  for  Bible  study  of  an  academic 
grade  done  in  Sunday  schools,  week-day  religious  schools, 


MODE  OF  PROCEDURE  219 

Vacation  Bible  schools,  young  men's  and  young  women's 
Christian  and  Hebrew  associations,  private  schools,  with 
tutor  at  home,  or  in  any  class  of  any  kind  provided  by  any 
religious  organization. 

It  has  been  estimated  that  upwards  of  ten  million  young 
people  in  the  United  States  between  the  ages  of  three  to 
eighteen  are  not  enrolled  in  any  Sunday  school.1  Vacation 
Bible  schools,  such  as  are  being  developed  by  the  Daily 
Vacation  Bible  School  Association,  should  be  organized  in 
every  community  to  supplement  the  inadequate  work  of 
the  Sunday  schools,  and  their  work  should  be  duly  recog- 
nized and  credited  by  the  public  school  authorities. 

Sunday  schools  in  cities  are  either  closed  during  the  sum- 
mer or  so  depleted  in  attendance  that  the  regular  program 
is  interfered  with.  Why  not  let  all  the  churches  of  a  com- 
munity close  the  Sunday  schools  during  July  and  August 
and  send  the  children  to  a  community  summer  week-day 
school  conducted  in  one  or  more  convenient  buildings? 
Work  of  a  secular  character  might  be  interwoven  with 
Biblical  and  religious  instruction  and  the  correlation  of  both 
these  branches  of  education  thus  be  made  apparent  to  the 
children.  The  sessions  should  begin  at  an  early  hour  and 
continue  only  during  the  forenoon,  leaving  the  afternoon 
free  for  recreation  and  play. 

Considerable  Bible  study  is  conducted  in  young  people's 
societies  and  under  the  direction  of  the  International  Chris- 
tian associations.  In  1915  over  six  thousand  boys  and  young 
men  elected  to  try  tests  at  the  completion  of  Bible  study 
courses  pursued  in  Young  Men's  Christian  Association 
classes.  There  is  no  reason  why  this  work  should  not  come 
within  this  program  and  be  given  academic  credit,  assuming 
that  it  is  of  the  required  standard. 

1 1916  edition  of  Church  and  College  Ministry  to  Children  in  Daily  Vaca- 
tion Bible  Schools. 


220         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

We  have  seen  that  in  Oklahoma  and  Virginia,  where  the 
state  departments  of  education  are  back  of  the  movement, 
credit  in  the  state  normal  schools  is  given  for  outside  Bible 
study,  and  that  in  the  normal  schools  of  Oklahoma  Biblical 
courses  are  actually  taught  in  the  summer  sessions.  It 
would  seem  a  capital  plan  thus  to  encourage  Bible  study  on 
the  part  of  future  public  school  teachers  in  training,  who  will 
go  into  the  various  communities  of  the  state  imbued  with 
an  interest  in  the  subject  and  in  sympathy  with  the  idea  of 
thus  coordinating  the  work  of  the  schools  and  of  the  churches. 
The  early  and  persistent  success  of  the  plan  at  Greeley, 
Colorado,  since  1910,  is  an  indication  of  what  may  be  done 
in  this  direction. 

Nor  should  we  stop  there;  the  state  colleges  and  univer- 
sities, as  well  as  the  normal  schools,  high  schools,  and  gram- 
mar schools,  should  recognize  for  credit  as  electives  toward 
graduation  completed  courses  of  Bible  study  pursued  in  the 
Catholic,  Protestant,  and  Hebrew  churches  as  an  integral 
part  of  their  respective  Sunday  school  work. 

DISCRIMINATION  TO  BE  AVOIDED 

The  Virginia  proposal  of  three  courses  of  study,  two  on 
the  Old  Testament  and  one  on  the  New  Testament,  seems 
ideal  and  well  calculated  to  prevent  discrimination  against 
students  of  any  faith.  All  three  courses  may  be  pursued 
by  a  student,  but  credit  is  given  for  only  two  of  the  courses. 

Private  Bible  study  for  credit  should  not  be  precluded  by 
requiring  that  the  study  shall  be  pursued  under  an  approved 
teacher,  but  the  taking  of  the  work  under  such  a  teacher 
should  be  encouraged  by  some  method.  A  higher  grade 
might  be  required  on  the  examination  of  candidates  for 
credit  who  have  followed  the  course  privately. 

Dr.  Good  proposed  that  the  central  committee  issue  cer- 
tificates of  qualification  to  teachers  who  wish  to  give  in- 


MODE  OF  PROCEDURE  221 

struction  in  these  courses,  upon  satisfactory  evidence  of 
their  fitness,  and  that  the  local  church  authorities  issue  cer- 
tificates of  approval.  The  Greeley  plan  provides  for  the 
nomination  of  the  teachers  by  the  Sunday  school  superin- 
tendent and  their  approval  by  the  school  authorities.  At 
Lewiston,  Idaho,  the  qualification  of  teachers  of  Bible  study 
credit  classes  is  passed  upon  by  the  city  superintendent  of 
schools.  At  Tecumseh,  Nebraska,  teachers  are  approved  by 
the  ministers  of  the  churches  concerned  and  by  the  city 
superintendent  of  schools.  At  the  city  of  Salina,  Kansas, 
the  qualification  of  teachers  is  passed  upon  by  a  committee 
consisting  of  the  superintendent  of  schools,  the  principal  of 
the  high  school,  a  member  appointed  by  the  board  of  educa- 
tion, and  two  members  appointed  by  the  Ministerial  Union 
of  the  city. 

QUALIFIED   TEACHERS  REQUIRED 

The  latter  arrangement  gives  all  interests  a  fair  represen- 
tation and  would  seem  to  be  a  workable  plan.  At  any  rate 
teachers  should  be  selected  for  these  classes  who  meet  the 
requirements  for  teachers  in  the  school  or  institution  where 
the  credit  is  sought.  Besides  having  a  good  general  educa- 
tion, the  teachers  should  have  had  special  preparation  for 
teaching  the  Bible  and  personal  fitness  for  the  work.  At 
least  graduation  from  high  school,  or  its  equivalent,  should 
be  required.  Eventually  the  completion  of  a  minimum 
amount  of  study  in  a  teachers'  training  course  should  be 
required. 

An  interdenominational  teachers'  training  school,  such 
as  is  described  in  the  previous  chapter,  should  be  organized 
in  every  city.  Where  there  exists  a  college,  school,  or  class 
for  the  training  of  public  school  teachers,  the  training  school 
should  be  closely  affiliated  with  such  institutions.  Teachers 
in  these  institutions  should  be  enlisted  to  give  instruction  in 
the  training  school  and  their  students  encouraged  to  take 


222         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

the  Biblical  courses  offered  in  the  training  schools,  for  which 
credit  toward  graduation  should  be  given. 

There  will  be  no  difficulty  in  most  communities  of  any 
size  in  securing  qualified  teachers  to  conduct  Bible  classes 
for  credit.  The  priest,  pastor,  or  rabbi  may  be  available  to 
conduct  such  a  class  in  his  church,  but  in  some  cases  either 
he  may  lack  the  requisite  pedagogical  training  or  his  pastoral 
duties  may  not  permit  him  to  take  on  the  additional  duty. 
He  may,  however,  find  many  a  capable  school  teacher  or 
other  person  of  broad  culture  who  will  be  willing  to  conduct 
the  class.  In  some  communities  the  churches  may  advanta- 
geously employ  a  religious  director  either  separately  or  jointly, 
a  part  of  whose  duties  it  shall  be  to  conduct  such  classes. 

EXISTING  ORGANIZATIONS  TO  BE  UTILIZED 

The  study  for  credit  may  be  taken  up  by  existing  organi- 
zations, or  classes  or  study  groups  may  be  specially  formed 
for  the  purpose,  but  it  would  seem  best  to  disturb  as  little 
as  possible  the  existing  organizations  for  Bible  study.  In 
one  case  the  formation  of  special  Sunday  school  classes  to 
study  for  high  school  credit  proved  unsuccessful,  as  the  result 
of  breaking  up  former  class  associations.  The  new  classes 
lacked  solidarity.  The  work  was  subsequently  taken  up  by 
the  regular  classes.  In  many  cases,  however,  it  might  be 
desirable  to  form  special  classes. 

CONTENT  OF  COURSES 

As  to  the  course  of  study  to  be  followed,  we  have  already 
suggested  that  the  state  issue  a  syllabus.  This  should 
follow  in  outline  as  nearly  as  possible  the  topics  of  what 
may  be  considered  the  best  courses  now  being  followed  in 
the  church  school.  The  topics  of  the  Graded  Series  used  in 
many  progressive  Protestant  Sunday  schools  easily  lend 
themselves  to  this  adaptation  and  have  been  thus  adapted 


MODE  OF  PROCEDURE  223 

with  success.     They  even  form  the  basis  of  the  Bible  work 
in  the  Protestant  public  schools  of  Quebec. 

Relative  to  the  content  of  the  course  or  courses,  the  con- 
ference held  on  the  subject  at  Chicago  in  February,  1915, 
recommended  "that,  for  the  present,  all  religious  bodies  now 
seeking  credit  in  secondary  schools  for  Bible  study  by  pupils 
of  the  high  school  age  shall  provide  for  at  least  the  equivalent 
of  thirty-six  recitation  hours  in  Old  Testament  history  and 
biographies,  thirty-six  recitation  hours  in  New  Testament 
history  and  biographies,  and  thirty-six  recitation  hours  in 
the  Gospel,  or  an  additional  like  period  in  Old  Testament 
studies." 

WHERE   CLASSES   MAY   MEET 

It  was  not  in  accordance  with  the  thought  of  the  origina- 
tors of  the  Bible  credit  plan  that  these  classes  should  meet 
in  the  public  school  or  college  buildings.  Generally  it  will 
doubtless  be  convenient  and  advisable  for  them  to  be  held 
in  other  than  tax-supported  institutions,  as  churches, 
libraries,  Young  Men's  Christian  Association  buildings,  or 
other  such  quasi-public  place. 

The  use,  however,  that  is  being  made  of  public  school 
buildings  by  sectarian  and  religious  organizations  is  surpris- 
ing, and  would  seem  to  indicate  that  there  would  be  but 
little  objection  to  Bible  study  classes  meeting  in  such  build- 
ings. The  reports  show,  according  to  the  United  States 
Commissioner  of  Education,1  that  "in  various  parts  of  the 
country,  schoolrooms  are  used  by  Sunday  schools  and  mis- 
sionary societies,  as  well  as  for  divine  worship.  Denomi- 
national associations,  church  societies,  Sunday  school  teacher- 
training  classes,  and  Young  Men's  and  Young  Women's 
Christian  Associations  indicate  other  phases  of  religious 
activities  which  are  found  upon  public  school  premises. 
One  city  reported  that  the  Jews  and  one  or  two  other  sects 

1 1914,  1:456. 


224         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

were  using  the  schoolhouses  after  four  o'clock  for  sectarian 
instruction." 

As  the  result  of  a  questionnaire  recently  sent  to  the  towns 
and  cities  of  West  Virginia  by  the  United  States  Bureau  of 
Education,  it  was  found  that  the  public  school  buildings 
were  used  at  Carbondale  for  religious  worship;  at  Davis 
for  Sunday  school;  at  Fairmont  for  Bible  study  classes; 
Grafton,  church  entertainments;  Huntington,  Sunday 
school  occasionally.  Churches  were  granted  temporary  use 
as  follows:  Mannington,  Sunday  school;  Morgantown, 
Sunday  school;   Weston,  church  and  Sunday  school.1 

Some  of  these  Bible  study  credit  classes  have  met  in  public 
school  buildings  in  North  Dakota  and  elsewhere,  and  this 
arrangement  seems  to  have  been  satisfactory  to  the  com- 
munity. There  would  seem  to  be  no  difficulty  in  this  re- 
spect where  there  is  such  a  provision  as  this  found  in  the 
Education  Law  of  New  York : 2  "The  trustees  or  board  of 
education  of  each  district  may  .  .  .  permit  the  use  of  the 
schoolhouse  and  rooms  therein,  and  the  grounds  and  other 
property  of  the  district,  when  not  in  use  for  school  purposes  " 
for  certain  other  specified  purposes,  including  "persons 
assembling  therein  for  the  purpose  of  giving  and  receiving 
instruction  in  any  branch  of  education,  learning,  and  the 
arts."  The  courses  have  been  taught  in  public  night 
schools  and  even  as  regular  courses  in  the  public  schools. 

CONCLUSION 

There  is  no  reason  why  this  plan  "to  create  a  church  sys- 
tem of  religious  education  parallel  to  the  state  system  of 
secular  education"  should  not  be  generally  applied.  The 
data  herein  collected  show  that  it  has  been  successfully 
adapted  in  diverse  parts  of  the  country.     The  movement 

1  Report,  1915,  1 :  73.  2  Section  455. 


MODE  OF  PROCEDURE  225 

can  be  said  to  have  passed  the  experimental  stage  and  to 
have  been  proved  a  success. 

In  the  words  of  Dr.  R.  P.  Shepherd,  educational  secre- 
tary of  the  Illinois  Sunday  School  Association,  the  educa- 
tional chasm  between  church  and  state  has  been  success- 
fully bridged.  "A  complete  parallel  in  the  local  community 
of  a  church  system  of  religious  instruction,  coupled  through- 
out with  the  state  system  of  secular  instruction,  can  be 
made."  1 

It  has  been  said  that  this  plan  is  the  only  course  between 
the  Scylla  of  an  established  state  church  and  the  Charybdis 
of  a  bitter  sectarianism. 

The  committee  of  the  Iowa  State  Teachers'  Association, 
which  on  November  2,  1916,  reported  a  plan  for  giving  credit 
for  Bible  study,  said  that  the  various  courses  in  Bible  study 
"  are  likely  to  be  defined  with  as  much  professional  skill  and 
exactness  as  are  courses  in  history  and  language.  With  such 
definitions  will  come  methods  of  administration  suited  to 
American  conditions,  bringing  about  a  reasonable  unity 
through  the  modification  and  adaptation  of  the  various  ten- 
tative plans  now  in  operation." 2 

1  The  Trumpet  Call,  April,  1915.  2  Report  of  the  Committee,  page  13. 


BIBLIOGRAPHY 

General 

Religious  Education,  the  journal  of  the  Religious  Education  Asso- 
ciation, is  the  most  reliable  source  of  information  on  the  subject  of 
correlated  Bible  study. 

The  Recognition  of  Outside  Religious  Study  by  Our  Secular  Schools, 
by  Dr.  Gerrit  Verkuyl,  in  Religious  Education,  June,  1910,  page  136. 

The  School  and  Church  Cooperating,  by  President  Robert  L.  Kelly, 
in  Religious  Education,  December,  1915,  page  540. 

Religious  Education  and  the  Public  School  System,  by  Dean 
F.  C.  Ensign,  in  Religious  Education,  December,  1915,  page  549. 

The  Church  and  the  Public  School  in  Religious  Education,  by 
Dr.  Henry  F.  Cope,  in  Religious  Education,  December,  1915,  page 
566. 

A  General  View  of  the  Movement  for  Correlating  Religious  Education 
with  Public  Instruction,  by  Dr.  George  A.  Coe,  in  Religious  Educa- 
tion, April,  1916,  page  109. 

The  Church  and  the  Public  School  in  Religious  Education,  Bulletin 
No.  4,  Baptist  Commission  on  Religious  Education.  American 
Baptist  Publication  Society,  Philadelphia. 

Findings  of  the  Commission  on  Bible  Study  in  Relation  to  Public 
Education,  International  Sunday  School  Association,  Chicago,  1915. 

Sixth  Annual  Report  of  the  Bible  School  Department  of  the  American 
Christian  Missionary  Society  of  Disciples  of  Christ  in  America,  July, 
1915. 

The  Bible  in  School  Plans  of  Many  Lands,  by  Dr.  Wilbur  F.  Crafts, 
Washington,  D.C.,  1914.  Contains  documents  gathered  and  com- 
piled for  Council  of  Church  Boards  of  Education. 

School  Credit  for  Home  Work,  by  Superintendent  L.  R.  Alderman. 
Houghton  Mifflin  Company,  Boston,  1915. 

The  Church  Vacation  Schools,  by  Harriet  Chapell.  Fleming  H. 
Revell  Company,  1915. 

The  Better  Vacation  School,  by  W.  E.  Woodhull,  in  The  Sunday 
School  Journal,  June,  1916,  page  436. 

The  Sunday  School  Journal,  June,  1916,  pages  418-443,  published 
by  the  Methodist  Book  Concern,  Cincinnati. 

227 


228         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

A  Safe  Plan  of  Cooperation,  by  Superintendent  H.  B.  Wilson,  in 
The  Sunday  School  Journal,  June,  1916,  page  431. 

The  City  Institute  for  Religious  Teachers,  by  Walter  S.  Athearn. 
University  of  Chicago  Press,  1916. 

Crediting  Bible  History  in  the  Schools,  by  Professor  William  M. 
Forrest,  in  The  (Harrisonburg,  Va.)  Normal  Bulletin,  January,  1916, 
page  40. 

Academic  Credit  for  Bible  Study,  in  Associate  Teacher,  April,  1914, 
page  5. 

Colorado 

The  Greeley  Plan,  a  bulletin  of  the  State  Teachers'  College  of 
Colorado  concerning  religious  and  moral  education,  by  Professor 
Ethan  Allen  Cross.     Series  XIV,  No.  7,  March,  1915. 

The  Greeley  Plan  for  Bible  Study,  by  Professor  Ethan  Allen  Cross. 
A  pamphlet  designed  to  encourage  students  in  State  Teachers'  Col- 
lege of  Colorado  to  enroll  in  Bible  classes  and  work  for  college  credit. 

Teachers'  Handbook  of  the  Colorado  Plan  of  Bible  Study  for  Colleges 
and  High  Schools.  Prepared  by  the  Joint  Committee  from  the 
State  Teachers'  Association  and  the  State  Sunday  School  Associa- 
tion of  Colorado.     Printed  by  the  latter  association,  1914. 

Bible  Study  Syllabus  for  the  High  School  Students  of  Colorado, 
selected  and  approved  by  the  Joint  Committees  on  Bible  study  for 
High  Schools  for  the  State  Teachers'  Association  and  the  State 
Sunday  School  Association  of  Colorado,  June,  1915. 

Accredited  Bible  Study,  by  Rev.  De  Witt  D.  Forward.  A  paper 
read  at  National  Education  Association  meeting,  St.  Paul,  July,  1914. 

Accredited  Bible  Study,  by  Rev.  DeWitt  D.  Forward,  in  Religious 
Education,  April,  1911,  page  135. 

The  Colorado  Plan  of  Bible  Study,  by  Dr.  Loran  D.  Osborn,  in 
Religious  Education,  April,  1916,  page  124. 

Bible  Study  in  State  Colleges  and  High  Schools :  A  Way  Out,  by 
Professor  Ethan  Allen  Cross,  in  American  Journal  of  Sociology, 
March,  1915,  page  700. 

Accredited  Bible  Study,  by  Mary  Muncy  Church,  in  Biblical 
World,  July,  1915,  page  45. 

The  Colorado  Plan,  in  The  Sunday  School  Journal,  June,  1916,  page 
423. 


BIBLIOGRAPHY  229 


North  Dakota 

Official  Syllabus  of  Bible  Study  for  High  School  Students,  selected 
and  adopted  by  the  High  School  Board  of  North  Dakota,  August, 
1912.  Printed  by  the  North  Dakota  Sunday  School  Association, 
Fargo.    Third  edition,  January,  1915. 

High  School  Credit  for  Bible  Study.  A  paper  read  at  the  53d 
Annual  Convention  of  the  Michigan  State  Sunday  School  Associa- 
tion at  Benton  Harbor,  November  14, 1913,  by  Rev.  Walter  A.  Snow, 
General  Secretary  of  the  North  Dakota  Sunday  School  Association. 

The  North  Dakota  Plan,  by  Dr.  Vernon  P.  Squires,  in  Religious 
Education,  June,  1913,  page  225. 

Accredited  Bible  Study,  by  Rev.  Walter  A.  Snow,  in  Religious 
Education,  June,  1914,  page  306. 

The  North  Dakota  Plan  of  Bible  Study,  by  Dr.  Vernon  P.  Squires, 
in  Religious  Education,  June,  1915,  page  264. 

The  North  Dakota  Plan  of  Bible  Study.  Report  prepared  for  Reli- 
gious Education  Conference  of  February  28  to  March  1, 1916,  by  Dr. 
Vernon  P.  Squires,  in  Religious  Education,  February,  1916,  page  20. 

High  School  Credit  for  Bible  Study,  in  Biblical  World,  May,  1913, 
page  345. 

The  North  Dakota  Plan  of  Bible  Study,  by  Dr.  Vernon  P.  Squires, 
in  Biblical  World,  June,  1913,  page  392. 

A  Brown  Man's  Cooperative  Plan  of  Bible  Study,  by  Dr.  Vernon 
P.  Squires,  in  Brown  (University)  Alumni  Monthly,  May,  1914. 

North  Dakota  Plan  for  Accrediting  Bible  Study,  by  Dr.  Vernon  P. 
Squires,  in  Journal  of  Education,  July  23,  1914,  page  104. 

Credit  for  Bible  Study,  in  Journal  of  Education,  May  13, 1915,  page 
516. 

High  School  Credit  for  Bible  Study,  by  Dr.  Vernon  P.  Squires,  in 
Journal  of  Education,  December,  1916. 

Academic  Credit  for  Bible  Study,  in  The  Independent,  March  9, 
1914,  page  341. 

Plans  for  Religious  Education  of  Pupils  in  State  Schools,  by 
W.  E.  Hogan,  in  Bulletin  of  Board  of  Education,  Methodist  Episcopal 
Church,  South.    Nashville,  Tennessee,  February,  1915,  page  202. 

An  Interesting  Experiment,  in  The  Outlook,  April  26, 1916,  page  946. 


230         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

The  North  Dakota  Plan,  in  The  Sunday  School  Journal,  June,  1916, 
page  424. 

Higfy  School  Credit  for  Bible  Study  in  North  Dakota,  by  Rev.  Walter 
A.  Snow,  in  The  Sunday  School  Journal,  June,  1916,  page  432. 

Various  States 

Public  School  Credits  for  Bible  Study :  Plan  for  Alabama.  A  state- 
ment prepared  by  the  Committee  on  Public  School  Credits  and 
issued  by  the  Alabama  Sunday  School  Association,  December,  1915. 

School  Credits  for  Bible  Study  and  Religious  Instruction.  A  folder 
explaining  the  requirements  for  supplementary  credits  in  Birming- 
ham, Alabama. 

Sunday  Schools  and  Public  School  Credits.  A  pamphlet  explaining 
the  basis  of  cooperation  between  Sunday  schools  and  public  schools 
of  Birmingham,  Alabama. 

School  Credits  for  Bible  Study  and  Religious  Instruction.  A  pam- 
phlet containing  requirements  for  school  credits  in  Montgomery, 
Alabama,  schools. 

The  Conway  Plan  of  Bible  Study :  Part  I,  Old  Testament  Biography. 
A  pamphlet  by  Superintendent  J.  P.  Womack,  Conway,  Arkansas. 

The  Bible  as  Outside  High  School  Work,  by  President  Robert  L. 
Kelly,  in  Educator  Journal,  December,  1913,  page  213. 

Outline  of  Bible  Study  for  Indiana  High  Schools,  arranged  by  a 
joint  committee  of  the  Indiana  Association  of  Teachers  of  English 
and  the  High  School  Section  of  the  Indiana  State  Teachers'  Associa- 
tion, and  approved  by  the  State  Board  of  Education.  Indianapolis, 
Indiana,  September,  1915. 

Bible  Study  and  the  Indiana  High  School,  in  Educator  Journal, 
October,  1914,  page  86. 

State  Board  of  Education  Approves  Plan  of  Bible  Study  for 
Indiana  High  Schools,  in  Educator  Journal,  March,  1915,  page  356. 

The  New  Course  in  Bible  Study  for  Indiana  High  Schools,  in 
Educator  Journal,  September,  1915,  page  23. 

Bible  Study  for  Indiana  High  School  Pupils,  in  Educator  Journal, 
October,  1915,  page  104. 

Bulletins  of  Board  of  Control  for  Bible  Study  for  Credit  in  Indiana 
High  Schools. 


BIBLIOGRAPHY  231 

Notes  on  the  Progress  of  the  New  High  School  Course  in  Bible  Study, 
in  The  Educator- Journal,  Indianapolis,  Indiana,  December,  1915, 
page  215. 

A  Plan  for  a  Closer  Cooperation  in  the  State  of  Kansas  between  the 
Public  Secondary  Educational  Work  of  the  State  and  the  Educational 
Work  of  All  the  Churches  within  the  State.  A  report  by  Dr.  John  W. 
Good,  Manhattan,  Kansas,  September  28,  1914. 

High  School  Credits  for  Bible  Study  in  Kansas,  by  Superintendent  H. 
B.  Wilson,  Topeka,  in  Religious  Education,  December,  1915,  page  574. 

Credit  toward  Graduation  from  the  High  School  for  Work  Done  Out- 
side of  the  School.  A  folder  setting  forth  the  conditions  on  which 
credit  will  be  given  in  the  high  schools  at  Topeka,  Kansas,  for  out- 
side work  in  Bible  study  and  music.     September,  1914. 

Credit  toward  Graduation  from  the  High  School  for  Work  Done  Out- 
side of  the  School.  A  folder  similar  to  the  Topeka  folder,  issued  at 
Salina,  Kansas,  November,  1915. 

A  Plan  of  Affiliation  between  Sunday  Schools  and  High  Schools 
Designed  to  Promote  an  Interest  in  the  Study  of  the  Bible,  issued  by  the 
Mississippi  Sunday  School  Association,  Jackson,  1915. 

Shall  Biblical  Studies  Have  College  Credit?  by  Professor  W.  O. 
Lewis,  in  Report  of  52d  Meeting  of  Missouri  State  Teachers'  Associa- 
tion, held  at  St.  Louis,  November  6-8,  1913. 

A  Report  of  the  Commission  of  the  Missouri  College  Conference 
upon  Religious  Education.  College  Leaflet  No.  1,  issued  by  the 
Missouri  Sunday  School  Association,  St.  Louis. 

High  School  Credit  for  Bible  Study  in  Sunday  School,  by  Professor 
J.  D.  Elliff,  in  Missouri  School  Journal,  January,  1915,  page  16. 

High  School  Credit  for  Bible  Study,  by  Professor  J.  D.  Elliff,  in 
Missouri  School  Journal,  February,  1916,  page  78. 

The  Oklahoma  Plan  of  Bible  Study  Credits,  by  President  Charles  W. 
Briles,  in  Religious  Education,  June,  1916,  page  285. 

High  School  Credit  for  Bible  Study,  by  Rev.  W.  S.  Wiley.  A 
pamphlet  explaining  the  plan  at  Muskogee,  Oklahoma. 

A  Syllabus  of  Bible  Study  for  Oregon  High  School  Students.  The 
September,  1915,  issue  of  The  Oregon  Sunday  School  Optimist. 

A  Suggested  Course  in  Bible  Study  for  Pupils  Outside  of  School^ 
issued  by  Superintendent  J.  A.  Churchill,  Salem,  1915. 


232  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Plan  of  Bible  Study  for  High  School  Credits  with  Syllabus  of  Bible 
LessonSy  approved  by  the  Texas  State  Commission  on  Religious 
Education,  January,  1916. 

Bulletin  of  the  Association  of  Religious  Teachers  for  Credits  in 
the  University  of  Texas,  1915-1916. 

Rules  Regulating  the  Correlation  of  Sunday  School  and  Public  School 
Work,  in  Austin,  Texas. 

A  New  Plan  for  Religious  Education ,  by  Professor  Frederick  B. 
Eby,  of  the  University  of  Texas,  in  Bulletin  of  Board  of  Education. 
Methodist  Episcopal  Church,  South,  February,  1915,  Nashville, 
Tennessee,  page  198. 

Principles  upon  which  High  School  Credit  May  Be  Given  for  Bible 
Study.  Adopted  by  Joint  Committee  of  Vermont  Teachers'  Associa- 
tion and  Vermont  Sunday  School  Association,  December  4,  1915. 

Proposed  Plan  for  High  School  Credit  for  Bible  Study,  as  adopted  by 
the  Virginia  State  Teachers'  Association,  Richmond,  Virginia,  1915. 

Official  Syllabus  of  Bible  Study  for  High  School  Pupils,  Approved 
and  Authorized  by  the  Virginia  State  Board  of  Education  and  Pub- 
lished by  the  State  University.  University  of  Virginia  Record,  Ex- 
tension Series,  Vol.  II,  No.  1,  September,  1916. 

The  Radford  Normal  Plan  of  Bible  Study,  Bulletin  of  the  State 
Normal  School  for  Women  at  Radford,  Virginia,  February,  1916, 
Volume  III,  No.  5. 

Syllabus  of  Bible  Study  for  High  School  Students,  adopted  by  the 
Board  of  Education,  Spokane,  Washington. 

Bible  Study  for  High  School  Students :  Course  I,  Old  Testament 
History,  prepared  and  issued  by  a  committee  from  the  Ministerial 
Alliance  and  adopted  by  the  Board  of  Education  of  Tacoma,  Wash- 
ington, 1915. 

Canada 

Memoranda  Setting  Forth  a  Scheme  for  Courses  in  the  Bible  and  in 
Morality  for  the  Primary  Schools  of  the  Provincial  System,  by  Hon. 
John  Seath,  Ontario,  December,  1913. 

Accredited  Bible  Study  in  Canada,  by  Professor  Frederick  Tracy, 
in  Religious  Education,  August,  1914,  page  389. 

Correlated  Bible  Study  for  Elementary  Grades  in  Canada,  by 
Charles  A.  Myers,  in  Religious  Education,  June,  1915,  page  269. 


APPENDIX  A 

Official  Syllabus  of  Bible  Study  for  High  School 
Students:  Selected  and  Adopted  by  the  High 
School  Board  of  North  Dakota,  August,  1912 

I.  STUDIES  IN  OLD  TESTAMENT  GEOGRAPHY 

1.  Palestine.  Palestine  is  a  strip  of  country  at  the  eastern  end 
of  the  Mediterranean  Sea.  It  extends  east  from  the  sea  to  the 
Arabian  desert  (on  an  average  about  50  miles),  and  north  from 
the  southeastern  corner  of  the  Mediterranean  to  the  river  Leontes 
and  Mt.  Hermon  (less  than  150  miles). 

Physically,  Palestine  is  divided  into  four  regions,  or  strips,  running 
north  and  south. 

1.  The  first  is  a  plain  along  the  coast  from  five  to  twenty-five 
miles  in  width  and  of  great  fertility.  Here  were  the  chief  cities  of 
the  Philistines  and  the  famous  Plain  of  Sharon. 

2.  The  second  is  a  hilly  zone  with  elevations  from  three  thousand 
to  four  thousand  feet  high  in  the  north  but  towards  the  middle 
flattening  out  into  the  Plain  of  Esdraelon,  watered  by  the  river 
Kishon.  South  of  this  the  surface  again  breaks  into  hills  and 
becomes  more  and  more  rugged  until  near  Hebron  it  attains  an 
elevation  of  over  three  thousand  feet. 

3.  To  the  east  this  hill  country  slopes  rapidly  to  the  deep  gorge 
of  the  Jordan  Valley,  the  deepest  depression  on  the  face  of  the 
earth.  The  Jordan  rises  on  the  slopes  of  Mt.  Hermon  some  dis- 
tance north  of  the  Sea  of  Galilee  and  descends  rapidly  until  at  the 
Sea  of  Galilee  it  is  682  feet  below  sea  level.  It  continues  to  descend 
through  a  winding  course  of  nearly  two  hundred  miles  (only  sixty- 
five  in  a  straight  line)  until  at  the  Dead  Sea  it  is  1292  feet  below  sea 
level.  The  Jordan  Valley  varies  in  width  from  about  four  miles  in 
the  north  to  about  fourteen  in  the  south.  In  the  north  it  is  fertile ; 
in  the  south,  alkaline  and  arid.  The  Dead  Sea  is  forty-seven  miles 
long  and  ten  miles  wide.  South  of  this  lake  is  the  gravelly  desert 
Arabah,  gradually  rising  to  a  height  of  six  hundred  feet  above  the 
sea  level  and  falling  away  again  towards  the  Red  Sea. 

283 


234         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

4.  To  the  east  of  this  great  cleft  of  the  Jordan  and  extending  to 
the  desert  is  a  pleasant  hilly  region  (Bashan,  Gilead,  Moab,  and 
Edom)  rising  to  a  plateau  about  2000  feet  in  height.  This  section 
is  well  watered  and  admirably  adapted  to  grazing. 

The  great  variety  in  the  country  is  conducive  to  a  corresponding 
diversity  in  its  plants  and  animals.  The  authorities  mention  113 
species  of  mammals,  348  of  birds,  and  more  than  3000  varieties  of 
flowering  plants. 

2.  The  Relation  of  Palestine  to  Other  Lands.  Palestine  lay  on 
one  of  the  main  routes  of  travel  in  the  ancient  world.  To  the  south- 
west was  Egypt  with  its  mighty  civilization;  to  the  northeast, 
Mesopotamia  with  its  powerful  empires ;  across  Palestine,  between 
the  Nile  and  the  Euphrates,  swept  for  many  centuries  the  caravans 
and  armies  of  the  world.  There  were  four  main  highways  corre- 
sponding to  the  four  divisions  of  the  country  already  mentioned. 
One  road  followed  the  coast,  leading  from  Egypt  through  the  Phil- 
istine cities  (Gaza,  Ashdod,  etc.)  to  Phoenicia  (Tyre  and  Sidon)  and 
so  on  to  the  north.  A  second  traversed  the  central  range  of  hills 
and  the  Plain  of  Esdraelon,  passing  through  Samaria  and  Jerusalem 
and  so  south  to  Beersheba,  where  it  turned  west  toward  Egypt. 
On  the  north  it  led  to  Damascus  and  thence  eastward  across  the 
desert  to  Mesopotamia  (Assyria,  Nineveh,  Babylonia,  Chaldea, 
Land  of  Shinar).  A  third  route  followed  the  Jordan  Valley  on  its 
eastern  side,  extending  down  to  Elath  on  the  Red  Sea  and  turning 
thence  to  Sinai  and  beyond.  On  the  north  this  road  also  led  to 
Damascus.  The  fourth  highway  likewise  led  from  Elath,  connect- 
ing with  caravan  routes  across  the  desert  to  the  east  and  proceeding 
north  through  Moab,  Ammon,  and  Gilead  to  the  ancient  emporium 
of  Damascus.  Along  these  roads  and  their  branches  and  connec- 
tions surged  the  tide  of  old-world  traffic.  By  the  southern  routes 
the  Israelites  entered  the  land;  by  the  northern  they  were,  cen- 
turies later,  led  forth  into  captivity,  and  in  due  time  returned  to 
reoccupy  their  ancient  home. 

Note.  Most  Bibles  nowadays  contain  maps.  The  student 
should  carefully  study  the  Old  Testament  map  in  connection  with 


APPENDIX  A  235 

the  foregoing  outline  and  locate  all  the  places  mentioned.  He  should 
also  locate  the  chief  mountains,  as  Mt.  Carmel  (near  the  coast), 
Mt.  Tabor,  Mt.  Gilboa,  Mts.  Ebal  and  Gerizim  (near  Samaria  and 
Shechem),  Mt.  Pisgah  and  Mt.  Nebo  (northeast  of  Dead  Sea),  and 
Mt.  Sinai  or  Horeb  (to  the  southwest).  He  should  also  locate  the 
important  towns  and  cities,  such  as  Dan  or  Laish  (in  the  extreme 
north),  Jezreel,  Dothan,  Samaria,  Shiloh,  and  Bethel  (in  the  central 
part),  and  Jericho,  Gibeon,  Jerusalem,  Bethlehem,  and  Hebron  (in 
the  south). 

H.  THE  GREAT  OLD  TESTAMENT  NARRATIVES 

1.  The  Creation  (Gen.  I). 

2.  The  Garden  of  Eden  (Gen.  H,  8-IV,  16). 

3.  The  Flood  (Gen.  VI,  1-IX,  19). 

4.  Babel  (Gen.  XI,  1-9). 

5.  The  "  Call  of  Abraham  "  (Gen.  XI,  27-XH,  9). 

6.  Abraham  and  Lot  (Gen.  XIH,  also  XV,  also  XVH,  1-XIX, 
28). 

7.  The  Sacrifice  of  Isaac  (Gen.  XXII). 

8.  The  Marriage  of  Isaac  (Gen.  XXIV). 

9.  Jacob  and  Esau  (Gen.  XXVU-XXXHI). 

10.  Joseph   and   his  Brethren  (Gen.  XXXVII,  also  XXXIX- 

xlvh). 

11.  Early  Life  of  Moses  (Ex.  I  and  H). 

12.  The  Call  of  Moses  (Ex.  HI  and  IV). 

13.  The  Deliverance  of  Israel  .(Ex.  V-XV). 

14.  Israel  in  the  Wilderness  (Ex.  XVI  and  XVH). 

15.  Israel  at  Sinai  (Ex.  XIX  and  XX). 

16.  The  Golden  Calf  (Ex.  XXXH). 

17.  The  Death  of  Moses  (Deut.  XXXIV). 

18.  The  Entrance  into  Canaan  (Josh.  I-VI). 

19.  The  Great  Battle  with  the  Amorites  (Josh.  X,  1-15). 

20.  The  Defeat  and  Death  of  Sisera  (Judges  IV  and  V). 

21.  The  Deeds  of  Gideon  (Judges  VI  and  VH). 

22.  Jephthah  (Judges  XI). 

23.  The  Life  and  Death  of  Samson  (Judges  XTV-XVI). 


236         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

24.  Ruth,  the  Faithful  Moabitess  (Ruth  I-IV). 

25.  The  Calling  of  Samuel  (1  Sam.  III). 

26.  The  First  King  of  Israel  (1  Sam.  VIII-XI). 

27.  The  Early  Adventures  of  David  (1  Sam.  XVI-XVIH,  9). 

28.  David  and  Jonathan  (l  Sam.  XX). 

29.  David  and  Saul  (1  Sam.  XXI-XXIV). 

30.  The  Deaths  of  Saul  and  Jonathan  (1  Sam.  XXXI  and 
2  Sam.  I). 

31.  David  Made  King  (2  Sam.  V,  1-VI,  15,  also  VH-IX). 

32.  The  Rebellion  of  Absalom  (2  Sam.  XIV,  25-XVIH,  33). 

33.  Rizpah  (2  Sam.  XXI,  1-14). 

34.  The  Greatness  of  Solomon  (1  Kings  II,  1-12 ;  HI,  1-XI,  13). 

35.  The  Kingdom  Divided  (1  Kings  XI,  41-XH,  33 ;   also  XIV, 
21-31). 

36.  Elijah  (1  Kings  XVI,  29-XIX,  21). 

37.  Naboth's  Vineyard  (1  Kings  XXI;   also  XXII,  29-40 ;   also 
2  Kings  IX,  30-37). 

38.  Elijah  Translated  (2  Kings  II,  1-12). 

39.  Elijah's  Marvelous  Achievements  (2  Kings  IV-VH). 

40.  The  Wicked  Athaliah  (2  Kings  XI). 

41.  The  Destruction  of  Sennacherib  (2  Kings  XVIII,  13-XIX, 
37). 

42.  The  Great  Reform  under  Josiah  (2  Kings  XXII,  1-XXIH, 
30). 

43.  The  Call  of  Isaiah  (Is.  VI,  1-8). 

44.  The  Fall  of  Jerusalem  (2  Kings  XXV,  1-21). 

45.  Daniel  and  his  Three  Friends  (Dan.  I-III ;  also  V  and  VI). 

46.  The  Return  from  the  Exile  in  the  Time  of  Cyrus  (about 
530  B.C.)  (Ezra  I,  1-H,  2;  H,  64-VI,  22). 

47.  Nehemiah  leads  back  another  Group  in  Artaxerxes*  Time 
(about  450  B.C.)  (Nehemiah  I-IV). 

48.  Esther,  the  Beautiful  Queen  (Esther  I-X). 

49.  The  Test  of  Job  (Job  I  and  II,  also  XLII). 

50.  Jonah  (Jonah  I-IV). 


APPENDIX  A  237 

m.  A  BRIEF  OUTLINE  OF  HEBREW  HISTORY  BEFORE 

CHRIST 

The  history  of  the  Hebrews  as  a  distinct  people  begins  with  their 
escape  from  Egypt  and  their  establishment  in  Palestine,  a  dozen 
centuries  or  more  before  Christ. 

The  first  great  period  includes  the  era  of  settlement  and  conquest 
and  extends  up  to  the  beginning  of  the  kingdom  under  Saul  (eleventh 
century  B.C.).     See  Narratives  11-25. 

The  second  great  period,  beginning  with  the  accession  of  Saul, 
includes  the  great  reigns  of  David  and  Solomon,  and  extends  to  the 
division  of  the  kingdom  under  Rehoboam  and  Jeroboam  (tenth 
century  B.C.).     See  Narratives  26-35. 

The  third  great  period  includes  the  reigns  of  nineteen  kings  in 
Israel  (northern  kingdom)  until  its  overthrow  by  Sargon,  King 
of  Assyria  (eighth  century)  and  of  twenty  kings  in  Judah  (southern 
kingdom)  extending  to  the  fall  of  Jerusalem  and  captivity  of  Judah 
under  Nebuchadnezzar,  King  of  Babylon,  in  the  sixth  century.  The 
great  characters  during  this  time  are  Elijah,  Elisha,  Amos,  Hosea, 
Hezekiah,  Isaiah,  Micah,  Josiah,  Jeremiah,  Ezekiel.  See  Narra- 
tives 36-44. 

The  fourth  great  period  includes  the  captivity  of  Judah  (sixth 
century),  the  return  and  rebuilding  of  Jerusalem,  and  the  subsequent 
control  of  Palestine  by  the  Persians,  the  Greeks,  and  the  Romans, 
including  the  brilliant  century  of  independence  under  the  Macca- 
bees from  about  the  middle  of  the  second  century  until  after  the 
middle  of  the  first  century  B.C.     See  Narratives  45-48. 

The  student  would  do  well  to  consult  a  Bible  Dictionary  or  an 
Ancient  History  for  the  chronology  and  for  the  relations  existing 
between  the  Hebrews  and  the  other  great  nations  of  antiquity.  It 
is  not  always  possible  to  be  sure  of  the  exact  date  of  a  given  event, 
as  the  various  authorities  differ ;  but  the  student  should  grasp  the 
historical  periods  and  be  able  to  assign  each  great  event  to  its  proper 
century.  Any  recognized  system  of  chronology  will  be  accepted. 
Various  excellent  Hebrew  histories  are  easily  obtainable. 


238         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

IV.  THE  BOOKS  OF  THE  OLD  TESTAMENT 

The  thirty-nine  books  are  divided  in  five  groups,  as  follows : 

1.  The  Pentateuch :  Genesis,  Exodus,  Leviticus,  Numbers,  Deu- 
teronomy (5  books). 

2.  The  Historical  Books :  Joshua,  Judges,  Ruth,  1st  and  2d 
Samuel,  1st  and  2d  Kings,  1st  and  2d  Chronicles,  Ezra,  Nehemiah, 
Esther  (12  books). 

3.  The  Poetical  Books:  Job,  Psalms,  Proverbs,  Ecclesiastes, 
The  Song  of  Solomon  (5  books). 

4.  The  Major  Prophets :  Isaiah,  Jeremiah,  Lamentations,  Eze- 
kiel,  Daniel  (5  books). 

5.  The  Minor  Prophets  :  Hosea,  Joel,  Amos,  Obadiah,  Jonah, 
Micah,  Nahum,  Habakkuk,  Zephaniah,  Haggai,  Zechariah,  Mala- 
chi  (12  books). 

V.  MEMORY  PASSAGES  FROM  THE  OLD  TESTAMENT 

Note.  Learn  any  five  of  the  following  passages.  Each  of  the 
passages  selected  should  be  carefully  committed  to  memory  so  as  to 
become  an  abiding  possession. 

1.  The  Ten  Commandments,  Exodus  XX,  3-17. 

2.  From  a  speech  of  Moses,  a  specimen  of  Hebrew  oratory, 
Deut.  VI,  4-15. 

3.  The  First  Psalm. 

4.  The  Twenty-third  Psalm. 

5.  The  Forty-sixth  Psalm. 

6.  The  One  Hundred  and  Third  Psalm. 

7.  Job  XXVIH,  12-28. 

8.  Proverbs,  Chapter  HI,  1-26. 

9.  Isaiah  XL,  18-31. 
10.  Isaiah  LV. 

VI.  STUDIES  IN  THE  LIFE  OF  CHRIST 

A.  Political  Divisions  in  Christ's  Time.  The  general  landscape 
features  in  New  Testament  times  are,  of  course,  the  same  as  those 


APPENDIX  A  239 

already  outlined.  (See  I,  above.)  But  the  political  divisions  were 
entirely  different.     These  were  as  follows : 

(a)  To  the  west  of  the  Jordan : 

1.  Judea,  corresponding,  in  the  main,  to  the  old  kingdom  of 
Judah  and  including  such  places  as  Jerusalem,  Jericho,  Bethlehem, 
Bethany,  Ephraim,  Lydda,  and  Joppa. 

2.  Samaria,  occupying  the  central  part  of  the  region  around  the 
ancient  city  of  Samaria,  extending  north  to  the  river  Kishon, 
and  numbering  among  its  cities  Sychar  and  Csesarea.  Judea  and 
Samaria  were  under  the  proconsul  Pontius  Pilate. 

3.  Galilee,  lying  to  the  west  of  the  lake  of  the  same  name  and 
extending  north  to  Phoenicia  (Tyre  and  Sidon).  Among  its  points 
of  interest  were  Nazareth,  Capernaum,  Cana,  Chorazin. 

(6)  To  the  east  of  the  Jordan : 

1.  Perea,  extending  from  the  river  Arnon  north  somewhat  be- 
yond the  river  Jabbok.  This  region  and  Galilee  were  united  under 
the  rule  of  Herod  Antipas,  son  of  Herod  the  Great. 

2.  Decapolis,  east  of  Galilee  and  stretching  off  to  the  southeast, 
a  region  of  flourishing  Greek  cities. 

3.  The  Tetrarchy  of  Philip,  extending  from  opposite  the  Sea  of 
Galilee  north  to  Mt.  Hermon  (the  probable  scene  of  the  Transfigura- 
tion). Among  its  cities  were  Bethsaida  and  Caesarea  Philippi.  Its 
ruler  in  Christ's  time  was  Philip,  another  son  of  Herod  the  Great. 

Note.  All  these  divisions  and  points  of  interest  should  be  care- 
fully located  on  the  map. 

B.  The  Life  of  Christ.  The  four  evangelists  differ  somewhat  in 
their  accounts  of  the  life  of  Christ.     For  this  there  are  two  causes : 

(1)  John  purposely  omits  to  mention  various  facts  recorded  by  the 
earlier  writers,  intending  in  his  gospel  to  give  additional  information 
rather  than  to  repeat  familiar  matter.  (Because  of  their  general 
agreement  the  first  three  gospels  are  called  the  "  synoptic  gospels.") 

(2)  The  synoptic  gospels  do  not  always  agree,  in  the  order  of  events ; 
Matthew  seems  to  prefer  to  treat  his  matter  topically.  For  example, 
when  recording  parables  he  groups  several  together,  apparently 
disregarding  the  exact  chronology.    See  Matt.  XIII. 


240         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

It  is,  therefore,  somewhat  difficult  to  determine  the  exact  order 
of  the  events  in  Christ's  life.  In  the  outline  given  below  we  shall 
follow,  in  the  main,  the  order  found  in  Luke ;  here  and  there  facts 
not  recorded  by  him  are  inserted. 

First  Period.  Childhood  and  Youth,  up  to  and  including  the 
Temptation.    Luke  I-IV,  13. 

Read  also  Matt.  II-IV.    Locate  places  mentioned. 

Second  Period.  The  Beginnings  of  Christ's  Active  Ministry, 
or  The  Year  of  Obscurity.     Read  John  II-IV. 

During  this  period,  after  his  first  miracle  in  Cana  in  Galilee,  Jesus 
appears  to  have  worked  mainly  in  Judea.  The  event  marking  the 
close  of  this  period  seems  to  have  been  the  imprisonment  of  John  the 
Baptist.  See  Matt.  IV,  12,  13 ;  also  Mark  I,  14 ;  also,  Mark  VI, 
14-29. 

Third  Period.    The  Period  of  Growing  Popularity. 

Read  Luke  IV,  14-IX,  50. 

During  this  period,  which  probably  lasted  considerably  over  a 
year,  Jesus  worked  mainly  in  the  neighborhood  of  the  Sea  of  Galilee. 
Among  the  chief  events  to  be  remembered,  in  addition  to  the 
various  miracles  and  parables,  are  the  following  :  (1)  The  choosing 
of  the  twelve  disciples,  in  connection  with  which  doubtless  occurred 
the  Sermon  on  the  Mount  (briefly  recorded  by  Luke  in  Chapter  VI, 
20-49,  and  more  fully  in  Matthew  V-VH,  which  should  be  read). 
(2)  Two  journeys  north  for  rest  and  privacy.  The  first  —  into 
Phoenicia  —  is  not  mentioned  by  Luke,  but  is  described  in  Matthew 
XV,  21-31 ;  the  second  is  described  in  Matthew  XVI,  13-21.  Here 
in  Peter's  confession  was  made  a  definite  announcement  of  Jesus' 
Messiahship,  after  which  he  talked  to  his  disciples  of  his  approaching 
death.     (3)  The  Transfiguration,  probably  on  Mt.  Hermon. 

Fourth  Period.  The  Final  Year  of  Ministry,  or  Period  of  Con- 
stantly Growing  Opposition. 

Read  Luke  IX,  51-XIX,  10. 

During  this  period,  lasting  doubtless  for  something  less  than  a 
year,  Jesus  withdrew  from  Galilee,  but  not  being  welcomed  in 
Samaria,  journeyed  south  by  a  route  east  of  the  Jordan  (see  Mark 


APPENDIX  A  241 

X,  1),  reaching  Jericho  shortly  before  the  time  of  the  Passover.  In 
this  period  should  also  be  placed  the  visit  to  Bethany  and  the  rais- 
ing of  Lazarus  as  recorded  in  John  XI,  1-40,  and  the  subsequent 
sojourn  in  Ephraim  (John  XI,  47-54). 

Fifth  Period.     The  Passion  Week  and  the  Forty  Days. 

Read  Luke  XIX,  11-XXIV,  53 ;  also  Acts  I,  1-14. 

After  his  triumphal  entry  into  Jerusalem  on  Sunday,  Jesus 
evidently  made  his  headquarters  at  Bethany,  going  each  day  to 
Jerusalem  to  teach  in  the  Temple  (Luke  XXI,  37).  The  bitterness 
of  the  hierarchy  daily  increased.  On  Thursday  evening  he  cele- 
brated the  Passover  and  instituted  the  Lord's  Supper,  after  which 
occurred  his  last  extended  conversation  with  his  disciples.  Read 
John  XIV-XVII.  Then  came  the  scene  in  Gethsemane,  the  arrest 
and  the  trials.  Of  these  Luke  mentions  four.  Before  whom  was 
each  ?  The  Crucifixion  followed  on  Friday  and  the  Resurrection  on 
Sunday,  after  which  occurred  the  various  manifestations  and  the 
Ascension. 

VH.  STUDIES   IN   HISTORY  OF  THE  EARLY   CHURCH 

Note  that  the  influence  of  Christianity  soon  extended  beyond 
Palestine.  Study  in  connection  with  the  following  outline  a  map  of 
the  Eastern  Mediterranean,  showing  the  various  voyages  of  Paul. 
In  the  matter  of  dates  there  is  not  absolute  agreement  among  the 
historians,  and  so  none  are  given  here.  The  student  should,  how- 
ever, adopt  some  reasonable  chronology  and  follow  it  consistently. 

1.  The  Progress  of  the  Church  at  Jerusalem. 
Read  Acts  I-VH. 

Get  clearly  in  mind  the  chief  events :  The  manifestation  of  power 
on  the  Day  of  Pentecost ;  Peter's  great  sermon  and  its  effect ;  the 
enthusiasm  and  devotion  of  the  church;  the  incident  of  Ananias 
and  Sapphira ;  the  beginnings  of  persecution ;  the  appointment  of 
the  seven  deacons  and  the  death  of  the  first  martyr,  Stephen. 

2.  The  First  Missionary  Work  of  the  Church. 
Read  Acts  VHI-XII. 


242         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Note  that  this  work  was  due  largely  to  scattering  of  the  early 
Christians  by  persecution. 

Note  the  work  of  Philip,  the  first  foreign  missionary ;  the  conver- 
sion of  Saul  and  his  work  in  Arabia  and  Damascus  (read  Gal.  I, 
17, 18) ;  also  the  work  of  Peter,  and  his  vision  at  Joppa ;  the  admis- 
sion to  fellowship  of  Cornelius,  the  Roman,  and  the  widening  vision 
of  the  church ;  the  spread  of  the  gospel  to  Antioch,  the  chief  city  of 
Asia,  and  the  rapid  increase  of  the  church  in  spite  of  persecution. 
Locate  all  places  mentioned. 

3.   The  Great  Missionary  Work  of  Paul. 

(1)  Paul's  First  Missionary  Journey. 
Read  Acts  XIII  and  XIV. 

Follow  the  route  of  Paul  and  Barnabas  from  Antioch  across 
Cyprus  and  so  on  to  the  mainland  through  Antioch  in  Pisidia,  Ico- 
nium,  Lystra,  and  Derbe,  and  back  again  by  the  same  route  to  At- 
talia,  whence  they  sailed  to  Antioch.  Note  carefully  their  experience 
in  each  city  and  the  evidences  of  their  success. 

(2)  The  Great  Council  at  Jerusalem. 
Read  Acts  XV,  1-35. 

This  is  very  important,  as  at  this  time  the  Mother  Church  gave 
official  sanction  to  the  work  among  the  Gentiles,  an  essential  step 
toward  making  Christianity  a  world  religion. 

(3)  The  Second  Missionary  Journey. 
Read  Acts  XV,  36-XVEII,  22. 

Again  follow  the  route  of  Paul  and  Silas  as  they  proceeded  over- 
land from  Antioch  by  the  great  Roman  road  through  Tarsus,  Paul's 
early  home,  and  so  on  across  the  mountains  to  the  Galatian  cities 
visited  on  the  first  journey.  Note  that  instead  of  going  north  into 
Bithynia,  as  apparently  they  had  planned,  they  followed  the  caravan 
road  to  Troas,  where  Paul  had  the  great  vision  which  took  him 
into  Europe.  Follow  his  route  through  Macedonia.  Note  that  his 
general  method  of  work  in  each  city  was  to  approach  the  Jews  first 
and  then  to  turn  to  the  natives.  Note  his  varied  experiences,  es- 
pecially at  Athens  and  at  Corinth,  where  he  remained  a  year  and  a 
half.  Recall  the  friends  he  made  during  this  trip  and  follow  his 
return  to  Antioch  via  Ephesus  and  Caesarea. 


APPENDIX  A  243 

(4)  The  Third  Missionary  Journey. 
Read  Acts  XVIH,  23-XXI,  16. 

Note  that  as  in  the  second  journey  Paul  starts  out  by  visiting  Tar- 
sus, Derbe,  Iconium,  etc.,  and  then  follows  the  great  caravan  road 
direct  to  Ephesus,  the  chief  commercial  city  on  the  ^Egean,  where 
the  gospel  had  already  been  preached,  somewhat  imperfectly,  by 
Apollos.  Follow  his  route,  which  doubtless  took  him  to  the  scenes 
of  his  former  work  at  Philippi  and  Thessalonica  and  thence  south  to 
Corinth,  where  he  stayed  three  months.  Observe  that  on  his  return 
he  again  visited  his  dear  friends  at  Philippi  (note  his  affection  for 
this  church  as  expressed  in  Phil.  1, 1-5 ;  and  IV,  1),  and  spent  a  week 
at  Troas,  thence  skirting  the  coast  to  Miletus,  where  he  bade  good- 
by  to  his  Ephesian  friends.  Follow  his  entire  route  on  the  map  to 
his  landing  places  at  Tyre  and  Caesarea,  whence  he  went  to  Jeru- 
salem. 

(5)  Paul's  Arrest  in  Jerusalem  and  Appeal  to  Caesar. 
Read  Acts  XXI,  17-XXVIII. 

Note  the  circumstances  of  Paul's  arrest,  his  address  on  the 
temple  stairs,  his  address  before  the  council,  the  plot  against  his  life, 
his  night  ride  to  Caesarea,  his  trial  before  Felix,  his  two  years  in 
prison,  his  trial  before  Festus  and  appeal  to  Caesar,  and  his  great 
address  before  Agrippa.  Follow  on  the  map  the  route  of  the  ship 
as  it  sailed  along  the  southern  coast  of  Asia  Minor  as  far  as  Fair 
Havens  in  Crete;  then  the  general  course  of  the  tempest-tossed 
vessel  to  Melita ;  and  finally  the  course  of  the  Castor  and  Pollux  to 
Puteoli  and  the  overland  journey  by  the  famous  Appian  Way  to 
Rome.  Note  Paul's  manner  of  life  in  Rome  as  for  two  years  he 
waited  for  his  trial. 

The  details  of  Paul's  subsequent  career  are  uncertain.  It  would 
seem  that  he  was  released  on  the  first  charge,  and  later  engaged  once 
more  in  missionary  work,  only  to  be  again  arrested.  The  most  defi- 
nite information  is  found  in  2  Timothy  IV,  7-22,  a  passage  evi- 
dently written  shortly  before  his  death,  which  is  usually  dated  about 
68  a.d.    Jerusalem  was  destroyed  by  Titus  in  70  a.d. 


244         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

VHL    THE  BOOKS  OF  THE  NEW  TESTAMENT 

The  twenty-seven  books  are  divided  into  five  divisions,  as  follows : 

1.  Biographical  (or  gospels) :  Matthew,  Mark,  Luke,  John  (4 
books). 

2.  Historical:   The  Acts  (1  book). 

3.  Epistles  to  special  churches  or  persons :  Romans,  1st  and  2d 
Corinthians,  Galatians,  Ephesians,  Philippians,  Colossians,  1st 
and  2d  Thessalonians,  1st  and  2d  Timothy,  Titus,  Philemon, 
Hebrews  (14  books); 

4.  General  Epistles :  James,  1st  and  2d  Peter,  1st,  2d,  and  3d 
John,  Jude  (7  books). 

5.  Prophetic,  or  Apocalytic :  Revelation  (1  book). 

IX.  MEMORY  PASSAGES  FROM  THE  NEW  TESTAMENT 

Note.  Learn  any  five  of  the  following  passages,  as  in  the  case 
of  the  Old  Testament  passages,  being  careful  to  commit  them  ac- 
curately : 

1.  The  First  Christmas,  Luke  H,  8-19. 

2.  The  Beatitudes,  Matt.  V,  3-11. 

3.  The  Lord's  Prayer,  Matt.  VI,  9-13. 

4.  From  Jesus'  Last  Talk,  John  XV,  1-14. 

5.  Paul's  Address  on  Mars  Hill,  Acts  XVH,  2-31. 

6.  Rules  for  Life,  Rom.  XII,  9-21. 

7.  Paul's  Account  of  Love,  1  Cor.  XHI. 

8.  Faith,  Heb.  XI,  1-6,  and  32-40. 

9.  Works,  James  II,  14-26. 

10.  The  New  Jerusalem,  Rev.  XXII,  1-14. 


APPENDIX  B 

Bible  Study  Syllabus  for  the  High  School  Stu- 
dents of  Colorado  :  Selected  and  Approved  by 
the  Joint  Committees  on  Bible  Study  for  High 
Schools  for  the  State  Teachers'  Association 
and  the  Colorado  Sunday  School  Association 
of  Colorado,  May,  1916 

HEROES  AND  LEADERS  OF  ISRAEL 

First    Year's  Course  in  Detail 

1.  The  Land  Where  Hebrew  History  Began.  Genesis  2 :  10-15 ; 
10:  10-11;  11:  1-9,  31,  32.  (A  preliminary  geographical  and 
historical  study  of   the  Tigris  and  Euphrates  regions.) 

2.  Abraham  the  Pioneer.  Genesis  11:  31,  32;  12:  1-10;  13: 
1-4,  18. 

3.  Abraham  the  Man  with  a  New  Vision  of  God.  Genesis  13 : 
14-17 ;  15  : 1-6 ;  Hebrews  11 :  8-19.  (To  show  how  Abraham  was 
faithful  to  his  vision.) 

4.  Jacob  a  Winner  with  God.  Genesis  25  :  19-34 ;  28  :  10-22 ; 
32:  24-32;  35:  9-20.  (Note:  In  connection  with  a  study  of 
Joseph  attention  should  constantly  be  paid  to  the  land  of  the  Nile. 
Biblical  Material  for  this  historical  and  geographical  background : 
Genesis  41:  54-57;  42:  1-3;  45:  10-13;  47:  29-31;  Exodus  1: 
1-14 ;  Isaiah,  Chapter  19.) 

6.  Joseph  the  Boy  Who  Was  True  to  His  Trust.  Genesis  37 : 
2-4,  12-27 ;   39  : 1-6,  20-23 ;  41 :  33-45. 

6.  Joseph  the  Man  Who  Overcame  Evil  with  Good.  Genesis 
42  : 1-6,  13-17 ;    44  :  18-34 ;    45  : 1-15. 

7.  Moses  the  Prince  Who  Chose  Exile.  Exodus  2:11-22; 
Acts  7 :  17-29 ;   Hebrews  11 :  24-27. 

8.  Moses  Emancipator  and  Lawgiver.  Exodus  2  :  23-25 ;  3  : 
1-22;  Acts  7:  30-36;  Exodus  12:  21-23,  29-36;  Psalm  105:  23- 
45. 

245 


246         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

9.  Joshua  Scout  and  Conqueror.  Exodus  17 :  8-16 ;  Numbers 
13:  1-3,  17-33;  14:  5-10;  Joshua  1:  9;  3:  5-17;  6:1-20;  24: 
1,2,  14,  15,  29-31;  Acts  7:45;  Hebrews  11 :  30. 

10.  Gideon  the  Man  Whom  Responsibility  Made  Great.    Judges 
6 : 1-8,  22. 

11.  Ruth  the  True  Hearted.     The  Book  of  Ruth. 

12.  Samuel  Trained  for  Service.     I  Samuel,  Chapters  1-12. 

13.  Saul  the  Leader  Who  Lost  His  Chance.     I  Samuel,  Chapter 
11;    14-47-15:35;    Chapter  31. 

14.  David  the  Kingly  Youth.     I  Samuel,  Chapters  16-20. 

15.  David  the   Youthful    King.      I    Samuel,   Chapter  21;    II 
Samuel,  Chapters  1-4. 

16.  David  Israel's  Greatest  King.     II  Samuel,  Chapter  5 ;  Kings 
2:11. 

17.  Solomon  Famed  for  Wisdom,  Wealth,  and  Peace.     I  Kings, 
Chapters  2,  3,  4,  5,  6,  9. 

18.  Rehoboam  a  Youth  Who  Despised  Good  Counsel.     I  Kings, 
Chapter  12. 

19.  First  Semester  Review. 

20.  Jeroboam  a  Champion  Who  Forsook  the  Lord.    I  Kings  11 : 
26-40;   12:1-33;   13:33,34. 

21.  Elijah    the    Champion  of    Jehovah.      1   Kings,   Chapters 
17  and  18. 

22.  Elijah  Learning  a  Better  Way.     I  Kings,  Chapters  19  and 
21 :  17-29. 

23.  Elisha  the  Plowman  Prophet.     II  Kings  2 : 1-13 ;  4  :  8-37 ; 
5:1-15;   13:14-20. 

24.  Jehu  the    Vengeful   King.      II    Kings,   Chapters    9    and 
10. 

25.  Jonadaba  Man  Who  Dared  to  Stand  Alone.    I  Chronicles  2 : 
55 ;  II  Kings  10 :  15-28 ;  Jeremiah  35. 

26.  Amos  the  Herdsman  Preacher.     Amos  1:1;    7 :  10-1 ;    6 : 
1-11. 

27.  Hezekiah    and   Josiah    Religious    Reformers.      II   Kings, 
Chapters  18  and  20,  22  and  25  and  35 ;  Isaiah,Chapters  36  and  39. 

28.  Isaiah  Prophet  and  Statesman.    Isaiah  1 : 1-20 ;  Chapter  6 ; 
7:1-9;  8:21;  9:7;  39. 


APPENDIX  B  247 

29.  Jeremiah  the  Man  Who  Suffered  to  Save  His  City.     Jeremiah 
1:1-19;  39:1-18;  40:1-6;  42:1-22;  43:1-7;  45:1-5;  47. 

30.  Daniel    and    Ezekiel,    Heroic    Hebrew    Captives.      Daniel, 
Chapters  1  and  4 ;    Ezekiel,  Chapters  1  and  2;  3  :  4-27;  6  :  8-10 
14:1-5;  21-23;  Chapter  27. 

31.  Cyrus  the  Liberator  of  the  Jews.     Isaiah  44  :  28 ;  45 : 1-4 
13;  Ezra  1:1-8;  3:1-7. 

32.  Haggai    the    Inspirer    of    Discouraged   Builders.     Ezra  3 
6-13 ;    4 : 1-5,   11-24 ;    5:1;    Haggai  1:1-8;    2:1-4;   Zechariah 
4:1-10;   Ezra  5:  2-5. 

33.  Nehemiah  and  Ezra  the  Founders  of  Judaism.     Nehemiah, 
Chapters  1,  2,  4,  6,  9,  13. 

34.  Judas  the  Jewish  Conqueror.     The  First  Book  of  Maccabees. 

35.  John  the  Last  Prophet  of  the  Old  Dispensation.     Matt.  3 ; 
Mark  1 : 1-12 ;    Luke  3  : 1-22 ;    John  1:6-8;  Matthew  11 :  2-14. 

36.  Second  Semester  Review  and  Final  Examinations. 

THE  FOUNDER  AND   DISCIPLES  OF  THE  CHRISTIAN 

RELIGION 

Second    Year's  Course  in  Detail 

First  Semester  —  The  Friends  and  Followers  of  Jesus 
Second  Semester  —  The  Life  and  Labors  of  Jesus 

First  Semester  Outline 

1.  The  Roman  Empire  and  Christianity.     A  geographical  and 
historical  lesson  to  furnish  a  background  for  the  semester's  study. 

Biblical  Material :  Acts  2 :  5-12. 

Reference  Material :   The  Roman  Empire  in  the  Time  of  Christ. 

2.  Mary  the  Mother  of  Jesus. 

(a)  Chosen  to  be  the  mother  of  Christ.     Luke  1 :  26-38. 

(6)  Praising  God  for  this  high  honor.     Luke  1 :  46-55. 

(c)  Fleeing  to  save  her  child's  life.     Matt.  2 : 1-18. 

id)  Training  the  boy  Jesus.     Matt.  2  :  19-23 ;   Luke  2  :  39-52. 

(e)  Calling  upon  her  Son  to  help  a  friend.     John  2:1-11. 

(/)  At  the  foot  of  the  cross.    John  19 :  25-27. 

(g)  A  believer  in  Jesus.    Acts  1 :  14. 


248         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

3.  Peter  the  Disciple  and  Apostle. 

(a)  Education.  John  1 :  40-42 ;  Luke  5:1-11;  Mark  1 :  29-39 ; 
3:13-19;  Mark  5 :  22-24,  35-43 ;  6:7-13;  8:27-34;  9:2-9; 
John  13 : 6-10. 

(6)  Temptation  and  testing.     Mark  14  :  26-42,  54,  66-72. 

(c)  Restoration  and  commission.  Mark  16:7;  Luke  24  :  34 ; 
I  Cor.  15  :  5 ;    John  21 :  7-22. 

(d)  Leader.     Acts  1 :  12-22;  Chapters  2-5. 

(e)  Fellow-worker.  Acts  8:14-24;  9:32-43;  Chapter  10; 
11 :  1-18 ;  12  : 1-19 ;  Acts  15  :  6-11 ;  Gal.  2  :  11-16 ;  I  Cor.  1 :  12 ;  3  : 
22;  9:5;  I  Peter. 

(J)   Pastor  and  Martyr  —  Early  Traditions. 

4.  James  One  of  the  Favored  Three. 

(a)  Called  by  the  Master.  Matt.  4:21;  Mark  1 :  19 ;  Luke  5 : 
10. 

(6)  Ordained  one  of  the  Twelve.  Matt.  10:2;  Mark  3 :  14 ; 
Luke  6 :  13. 

(c)  Present  at  the  Transfiguration.  Matt.  17:1;  Mark  9:2; 
Luke  9 :  28. 

(d)  Present  at  the  Passion.     Matt.  26  :  36 ;  Mark  14  :  33. 

(e)  Slain  by  Herod.     Acts  12 :  2. 

5.  John  the  Beloved  Disciple. 

(a)  A  beginner  in  service.     John  1 :  35-39 ;  Mark  1 :  19-20. 

(b)  Chosen  and  surnamed.     Mark  3  :  17. 

(c)  Jesus'  love  for  John.     John  13  :  23-26. 

(d)  The  loving  trust.     John  19  :  25-27. 

(e)  John  at  the  tomb.     John  20 :  2-10. 
(/)  By  the  sea.    John  21. 

(g)  Why  John  wrote.  John  19 :  35 ;  21 :  24 ;  I  John  1:1-4; 
Revelation,  Chapter  1. 

(h)  John's  work  in  Asia.     Revelation,  Chapters  2  and  3. 

6.  Andrew  the  Soul-winner. 

(a)  Wins  Peter.     John  1 :  40-42. 

(b)  Wins  a  boy.    John  6  :  8,  9. 

(c)  Wins  Greeks.    John  12 :  20-22. 


APPENDIX  B  249 

7.  Nicodemus  a  Seeker  after  Truth. 

(a)  A  timid  but  earnest  seeker.     John  3  : 1-15. 

(6)  Coming  into  the  light.    John  7 :  45-52. 

(c)  A  firm  believer,  not  ashamed  of  his  faith.    John  19 :  88-42. 

8.  Thomas  the  Doubter,  Who  Became  a  Firm  Believer. 

(a)  Called  to  be  an  apostle.    Luke  6 :  12-16. 

(b)  Refuses  to  forsake  Jesus  in  an  hour  of  danger.    John  11 :  7-16. 

(c)  Seeking  light.    John  14  : 1-7. 

(d)  Overwhelmed  by  doubt.     John  20  :  24,  25. 

(e)  The  first  to  acknowledge  the  deity  of  Jesus.    John  20 :  26-28. 

9.  Mary  and  Martha,  a  Contrast  in  Service. 

(a)  The  two  sisters.     Luke  10  :  38-42. 

(b)  The  raising  of  Lazarus.    John  11. 

(c)  The  feast  and  the  anointing.    John  12 : 1-11. 

10.  Mary  Magdalene  a  Loyal  Helper  of  Jesus. 
(a)  Ministering  to  Jesus.    Luke  8 : 1-3. 

(6)  Standing  by  the  cross.    John  19 :  25. 

(c)  A  witness  of  the  death  and  the  interment.    Mark  15  :  40-47 ; 
Luke  23  :  55,  56. 

(d)  The  first  to  see  the  risen  Lord.    John  20 : 1-18 ;  Mark  16 :  9. 

11.  Stephen,  Preacher  and  Martyr, 
(a)  Chosen  deacon.    Acts  6  : 1-6. 

(6)  Interpreter  of  Christ.     Acts  6  :  8-10 ;   7 :  44-53. 
(c)  The  first  Christian  martyr.     Acts  7  :  54  to  8  : 1. 

12.  Philip  the  Evangelist. 

(a)  A  colleague  of  Stephen.    Acts  6  : 1-6. 

(b)  A  pioneer  evangelist.    Acts,  Chapter  8. 

(c)  The  host  of  Paul  and  Luke.    Acts  21 :  7,  8. 

13.  Barnabas  the  Large-hearted. 

(a)  Consecrating  his  money.    Acts  4  :  36,  37. 

(6)  Befriending  Paul.    Acts  9 :  26,  27. 

(c)  Taking  charge  of  the  work  in  Antioch.    Acts  11 :  19-23. 

(d)  Companion  of  Paul.    Acts  11 :  25-27 ;  12 :  25 ;  Chapters  13- 
15. 

(e)  The  secret  of  his  goodness.    Acts  11 :  24. 


250         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

14.  Saul  the  Pharisee  and  Persecutor. 

(a)  Student. 

(b)  Pharisee. 

(c)  The  enemy  of  the  Christians.     Acts  22:  3,  28;  23:6;  26:4; 
Galatians  1 :  14 ;  Philippians  3  :  3-6 ;  Acts  7:  54  to  8:  3;  26:9-11. 

15.  Paul  the  Disciple  and  Preacher. 

(a)  A  convert  and  his  zeal.     Acts  9  : 1-30 ;  26  :  12-23. 

(b)  A  missionary   evangelist.     Acts  11 :  27-30;    12:25;   Chap- 
ters 13-26. 

(c)  A  life  victorious.     Romans  8;  I  Cor.  9;  II  Cor.   11 :  16  to 
12:10;  n  Timothy  4. 

16.  Luke  the  Early  Historian. 

(a)  Paul's  call  to  Macedonia.     Acts  16  :  9-18. 

(b)  Paul's  travels  and  counsels.     Acts  20  :  5  to  21 :  19. 

(c)  Paul  on  his  way  to  Rome.     Acts,  Chapters  27,  28. 

(d)  Luke  the  beloved  physician.     Colossians  4  :  14. 

(e)  The  companion  of  Paul.     II  Timothy  4  :  11. 

(f)  A  fellow-laborer.     Philemon  24. 

(g)  A  faithful  narrator.     Luke  1 :  1-4 ;   Acts  1:1,2. 

17.  Timothy,  Paul's  Son  in  the  Faith. 

(a)  A  chosen  companion  of  Paul.     Acts  16  : 1-5. 
(6)  "  Faithful  in  the  Lord."     I  Corinthians  4  :  17. 

(c)  His  work  commended.     I  Corinthians  16  :  10,  11. 

(d)  A  messenger  with  good  tidings.     I  Thessalonians  1:1;   3 : 
2-8. 

(e)  Paul's  letters  to  Timothy. 

18.  Semester  Review. 

Second  Semester  Outline  —  The  Life  and  Labors  of  Jesus 

part  I 

The  Thirty  Years  of  Private  Life 

1.   The  Sources  of  our  Knowledge  of  the  Life  of  Jesus.    The 
Origin  and  Purpose  of  the  Four  Gospels. 


APPENDIX  B  251 

(a)  Prologue  of  John's  Gospel.    John  1 : 1-18. 
(6)  Preface  of  Luke's  Gospel.     Luke  1 : 1-4. 

(c)  The  Gospels  —  meaning  of  the  name.  Matt.  4  :  23 ;  Luke 
4:18. 

When,  why,  and  by  whom  written. 

Authorship,  purpose,  and  differences  of  the  four  gospels. 

(d)  Other  sources  for  the  life  of  Christ.  1.  Jewish  history. 
2.   The  Christian  Church.     3.   The  Land  of  Palestine. 

2.  From  the  Birth  of  Jesus  to  the  Coming  of  John  the  Baptist. 

(a)  The  Annunciations.     Luke  1 :  5-56. 

(b)  Birth  of  John  the  Baptist,  and  of  Jesus.  Matt.  1 :  18-25 ; 
Luke  1:57-80;   2:1-20. 

(c)  The  Infancy  of  Jesus.     Matt.  2 : 1-23 ;   Luke  2 :  21-39. 

(d)  His  Life  in  Nazareth.     Luke  2 :  39-52. 

part  n 
The  Opening  Events  of  Christ's  Ministry 

3.  From  the  Coming  of  John  the  Baptist  to  the  Public  Appearance 
of  Jesus  in  Jerusalem. 

(a)  The  Ministry  of  John  the  Baptist.  Matt.  3 : 1-12 ;  Mark 
1:1-8;   Luke  3: 1-20. 

(6)  The  Baptism  of  Jesus.  Matt.  3:13-17;  Mark  1:9-11; 
Luke  3 :  21-23. 

(c)  The  Temptation.  Matt.  4  : 1-11 ;  Mark  1 :  12,  13 ;  Luke 
4 : 1-13. 

(d)  The  Beginnings  of  Faith  in  Jesus.  John  1 :  19-51 ;  John  2 : 
1-12. 

PART    III 

The  Early  Judean  Ministry 

4.  From  the  Public  Appearance  in  Jerusalem  to  His  Return  to 
Galilee. 

(a)  Cleansing  the  Temple.     John  2 :  13-22. 

(6)  Discourse  with  Nicodemus.     John  2 :  23-3 :  21. 


252         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

(c)  Baptizing  and  Teaching  in  Judea  and  Samaria.  John 
3:22-36;  4:1-42. 

PART    IV 

First  Period  of  the  Galilean  Ministry 

5.  From  the  Return  to  Galilee  to  the  Choosing  of  the  Twelve, 
(a)  The  Beginning  of  the  Ministry  in  Galilee.     Matt.  4:12,  17 ; 

Mark  1 :  14,  15 ;   Luke  4  :  14,  15 ;   John  4  :  43-45. 
(6)  The  Nobleman's  Son.     John  4  :  46-54. 

(c)  First  Rejection  at  Nazareth.     Luke  4  :  16-30. 

(d)  The  Call  of  the  Four.  Matt.  4:18-22;  Mark  1:16-20; 
Luke  5: 1-11. 

(e)  First  Preaching  Tour  in  Galilee.  Mark  1 :  35-45 ;  Luke 
4 : 42-44. 

6.  Growing  Hostility  of  the  Scribes  and  Pharisees. 

(a)  The  Paralytic  Borne  of  Four.  Matt.  9:1-8;  Mark  2 : 1-12 ; 
Luke  5 :  17-26. 

(6)  The  Call  of  Matthew.  Matt.  9:9-13;  Mark  2:13-17; 
Luke  5 :  27-32. 

(c)  The  Question  about  Fasting.  Matt.  9 :  14-17 ;  Mark  2 :  18- 
22 ;  Luke  5  :  33-39. 

(d)  The  Infirm  Man  at  the  Pool  of  Bethesda.     John,  Chapter  5. 

(e)  The  Disciples  Plucking  Grain.  Matt.  12 : 1-8 ;  Mark  2 :  23- 
28;  Luke  6:  1-5. 

(f)  The  Man  with  the  Withered  Hand.  Matt.  12 :  9-14 ;  Mark 
3:1-6;  Luke  6:  6-11. 

PART   V 

Second  Period  of  the  Galilean  Ministry 

From  the  Choosing  of  the  Twelve  to  the  Withdrawal  into  North- 
ern Galilee. 

7.  The  Choosing  of  the  Twelve,  and  the  Sermon  on  the  Mount, 
(a)  The  Widespread  Fame  of  Christ.    Matt.  4 :  23-25 ;   12 :  15- 

21 ;  Mark  3 :  7-12. 


APPENDIX  B  25S 

(6)  The  Choosing  of  the  Twelve.  Matt.  10 :  2-4 ;  Mark  3  :  13- 
19;   Luke  6: 12-19. 

(c)  The  Sermon  on  the  Mount.  Matt.,  Chapters  5,  6,  7,  and 
8:1;  Luke  6 :  20-49. 

8.  Further  Conflict  with  the  Scribes,  and  Lessons  Concerning 
the  Kingdom. 

(a)  Warnings  to  the  Scribes  and  Pharisees.  Matt.  12  :  22-45 ; 
Mark  3  :  20-30 ;  Luke  6  :  43^5. 

(6)  The  True  Kindred  of  Christ.  Matt.  12  :  46-50 ;  Mark  3  :  31- 
35;  Luke  8: 19-21. 

(c)  The  Parables  by  the  Sea.  Matt.  13  : 1-53 ;  Mark  4  : 1-34 ; 
Luke  8 : 4-18. 

9.  Miracles  and  Ministry  in  Galilee. 

(a)  The  Stilling  of  the  Tempest.  Matt.  8  :  23-27 ;  Mark  4  :  35- 
41 ;  Luke  8 :  22-25. 

(b)  The  Gadarene  Demoniacs.  Matt.  8 :  28-34 ;  Mark  5 : 1-20 ; 
Luke  8 :  26-39. 

(c)  The  Raising  of  Jairus'  Daughter.  Matt.  9 :  18-26 ;  Mark 
5  :  21-43 ;  Luke  8  :  40-56. 

(d)  Second  Rejection  at  Nazareth.  Matt.  13  :  54-58 ;  Mark  6 : 
1-6;  Luke  4: 16-30. 

(e)  The  Mission  of  the  Twelve.  Matt.  9:36-11:1;  Mark 
6:7-13;  Luke  9  : 1-6. 

if)  Death  of  John  the  Baptist.  Matt.  14  : 1-12 ;  Mark  6  :  14-29 ; 
Luke  9 : 7-9. 

PART    VI 

Third  Period  of  the  Galilean  Ministry 

From  the  Withdrawal  into  Northern  Galilee  to  the  Final  De- 
parture for  Jerusalem. 

10.  A  Northern  Journey,  and  a  Brief  Stay  by  the  Sea  of  Galilee. 

(a)  Journey  toward  Tyre  and  Sidon.  Matt.  15 :  21-28 ;  Mark 
7 :  24-30. 

(b)  Return  through  Decapolis;  Miracles  of  Healing.  Matt. 
15:29-31;   Mark  7:  31-37. 


254         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

(c)  The  Feeding  of  the  Four  Thousand.  Matt.  15  :  32-38 ;  Mark 
8 : 1-9. 

(d)  The  Pharisees  and  Sadducees  Demand  a  Sign.  Matt.  15  :  39- 
16:12;  Mark  8: 10-21. 

(e)  The  Blind  Man  near  Bethsaida.     Mark  8 :  22-26. 

11.  Journey  to  Caesarea  Philippi;  Peter's  Confession,  and  the 
Transfiguration. 

(a)  Peter's  Confession.  Matt.  16:13-20;  Mark  8:27-30; 
Luke  9: 18-21. 

(6)  Christ  Foretells  His  Death  and  Resurrection.  Matt.  16  :  21- 
28;   Mark  8:31-9:1;   Luke  9  :  22-27. 

(c)  The  Transfiguration.  Matt.  17 : 1-13 ;  Mark  9 :  2-13 ;  Luke 
9 :  28-36. 

(d)  The  Demoniac  Boy.  Matt.  17 :  14-20 ;  Mark  9: 14-29;  Luke 
9 : 37-43. 

(e)  Christ  Again  Foretells  His  Death.  Matt.  17 :  22,  23 ;  Mark 
9:30-32;  Luke  9: 43-45. 

part  vn 

The  Perean  Ministry 

From  the  Final  Departure  from  Galilee  to  the  Final  Arrival  at 
Jerusalem. 

12.  Jesus  at  Work  for  Mankind. 

(a)  The  Final  Departure  from  Galilee.  Matt.  19 : 1,  2;  Mark 
10:1;  Luke  9:  51-62. 

(6)  The  Mission  of  the  Seventy.     Luke  10 : 1-24. 

(c)  The  Good  Samaritan.     Luke  10 :  25-37. 

(d)  The  Visit  to  Martha  and  Mary.     Luke  10 :  38-42. 

(e)  The  Good  Shepherd.    John  10 : 1-21. 

13.  An  Earnest  Teacher  and  Preacher. 

(a)  Discourse  on  Prayer.     Luke  11 : 1-13. 

(b)  Concerning  Trust  in  God,  and  Coming  Judgment.  Luke, 
Chapter  12. 

(c)  Teaching  by  Ministry  and  Parable.    Luke,  Chapters  15,  16. 


APPENDIX  B  255 

(d)  Concerning  Forgiveness  and  Faith.    Luke  17 : 1-10. 

(e)  Further  Teachings  in  Perea.    Luke  17 :  11-18  :  14. 

14.  Closing  Events  in  the  Period  of  the  Perean  Ministry. 

(a)  The  Raising  of  Lazarus,  and  its  Effect  on  the  Jews.  John, 
Chapter  11. 

(6)  The  Parable  of  the  Pharisee  and  the  Publican.  Luke  18 :  9- 
14. 

(c)  Christ  Blessing  Little  Children.  Matt.  19 :  13-15 ;  Mark 
10:13-16;  Luke  18  :  15-17. 

(«0  The  Rich  Young  Ruler.  Matt.  19 :  16-20 ;  Mark  10 :  17-31 ; 
Luke  18 :  18-30. 

(e)  Christ  Foretells  His  Crucifixion.  Matt.  20:17-19;  Mark 
10:32-34;  Luke  18 :  31-34. 

PABT  vin 

The  Passion  Week 
From  the  Final  Arrival  in  Jerusalem  to  the  Resurrection. 

15.  The  Triumphal  Entry,  and  Conflicts  with  the  Jews. 

(a)  The  Triumphal  Entry.  Matt.  21 : 1-11 ;  Mark  11 : 1-11 ; 
Luke  19 :  29-44 ;  John  12 :  12-19. 

(6)  Christ's  Authority  Challenged.  Matt.  21:23-27;  Mark 
11:27-33;  Luke  20: 1-8. 

(c)  The  Questions  by  the  Jewish  Rulers.  Matt.  22 :  15^40 ; 
Mark  12 :  13-34 ;  Luke  20 :  20-40. 

(d)  Christ's  Unanswerable  Question.  Matt.  22 :  41-46 ;  Mark 
12:35-37;  Luke  20 :  41-44. 

(e)  Gentiles  Seek  Jesus,  while  Jews  Reject  Him.     John  12  :  20-50. 
(J)   Judas  Conspires  with  the  Chief  Priests.     Matt.  26  : 1-5,  14- 

16 ;  Mark  14 : 1,  2,  10,  11 ;  Luke  22 : 1-6. 

16.  Jesus'  Last  Day  with  the  Disciples. 

(a)  The  Last  Supper.  Matt.  26 :  17-30 ;  Mark  14  :  12-26 ;  Luke 
22:7-30;  John  13  : 1-30. 

(b)  The  Farewell  Discourses.  Matt.  26  :  31-35 ;  Mark  14  :  27- 
31 ;   Luke  22  :  31-38 ;   John  13  :  31-16  :  33. 

(c)  The  Intercessory  Prayer.    John,  Chapter  17. 


256         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

17.   The  Arrest  and  Trial ;   the  Crucifixion  and  Burial. 

(a)  The  Agony  in  Gethsemane.  Matt.  26  :  36-46 ;  Mark  14  :  32- 
42 ;  Luke  22 :  39-46. 

(6)  The  Betrayal  and  Arrest.  Matt.  26  :  47-56 ;  Mark  14  :  43- 
52 ;  Luke  22 :  47-53 ;   John  18  : 1-11. 

(c)  The  Trial  by  the  Jews.  Matt.  26 :  57-27 :  10 ;  Mark  14  :  53- 
72 ;  Luke  22 :  54-71 ;   John  18 :  12-27. 

(d)  The  Trial  before  Pilate.  Matt.  27 :  11-31 ;  Mark  15  : 1-20 ; 
Luke  23  : 1-25 ;  John  18  :  28-19  :  16. 

(e)  The  Crucifixion.  Matt.  27 :  32-56 ;  Mark  15  :  21-41 ;  Luke 
23:26-49;   John  19:  16-37. 

(f)  The  Burial.  Matt.  27:57-61;  Mark  15:42-47;  Luke 
23  :  50-56 ;   John  19  :  38-42. 

(g)  The  Watch  at  the  Sepulcher.    Matt.  27 :  62-66. 


PART   IX 

The  Forty  Days 
From  the  Resurrection  to  the  Ascension. 

18.   Christ's  Resurrection,  Special  Appearances,  Ascension, 
(a)  The  Resurrection  Morning.     Matt.  28  : 1-10 ;    Mark  16  : 1- 
11 ;   Luke  23  :  56-24  :  12 ;   John  20  :  1-18. 

(6)  The  Report  of  the  Watch.    Matt.  28 :  11-15. 

(c)  The  Walk  to  Emmaus.    Mark  16 :  12,  13 ;  Luke  24  :  13-35. 

(d)  The  Appearance  to  the  Disciples  in  Jerusalem,  Thomas  being 
Absent.     Mark  16  :  14 ;    Luke  24  :  36-43 ;    John  20 :  19-25. 

(e)  The  Appearance  to  Thomas  with  the  Other  Disciples.  John 
20 : 26-29. 

(/)  The  Appearance  to  Seven  Disciples  by  the  Sea  of  Galilee. 
John  21 : 1-24. 

(g)  The  Appearance  to  the  Eleven  on  a  Mountain  in  Galilee. 
Matt.  26 :  16-20 ;  Mark  16  :  15-18. 

(h)  Christ's  Final  Appearance,  and  Ascension.  Mark  16 :  19, 
20 ;  Luke  24  :  44-53. 

(i)  The  Conclusion  of  John's  Gospel.  John  20 :  30,  31 ;  John  21: 
25. 


APPENDIX  B  257 

Reference  Material 

Any  standard  Life  of  Jesus  adapted  to  high  school   students, 
such  as  Burgess'  Life  of  Christ. 

BIBLICAL  HISTORY  AND  LITERATURE 

Third    Year's  Course  in  Detail 

First  Semester  —  Great  Epochs  and  Events  in  Bible  History 
Second  Semester  —  Biblical  Literature 

First  Semester  Outline 

1.  The  Great  Beginnings.     The  Mosaic  Account. 

(a)  The  universe.     Genesis  1 : 1-19. 

(b)  Organic  life.     Genesis  1 :  11,  12  :  20-25. 

(c)  The  human  race.     Genesis  1 :  26-31. 

(d)  The  Sabbath.     Genesis  2 : 1-3. 

2.  The  Dispersion  of  Mankind. 

(a)  The  story  of  Noah.     Genesis,  Chapters  6  to  9. 
(6)  The  sons  of  Noah.     Genesis,  Chapters  10  and  11. 
(c)  The  distribution  of  the  races  of  man.     From  History  or  En- 
cyclopedia. 

3.  Seeking  "  The  Promised  Land." 

(a)  The  migration  of  Terah.     Genesis  11 :  27-32. 
(6)  The  call  to  Abraham.     Genesis  12 : 1-3. 

(c)  Through  Canaan  to  Egypt.     Genesis  12 :  4-20. 

(d)  From  Egypt  to  Hebron.     Genesis  13 : 1-18. 

(e)  Abraham,  Isaac,  and  Jacob.     Genesis  (selected). 

Their  relationship,  God's  covenant  with  each,  and  what  each 
contributed  to  Hebrew  history. 

4.  Israel  in  Egypt. 

(a)  The  story  of  Joseph.     Genesis,  from  Chapters  30,  37,  39-41. 
(6)  Seeking  a  new  home.     Genesis,  from  Chapters  41-46. 

(c)  Dwelling  in  Egypt.     Genesis  47 :  11-31 ;   50:  22-26. 

(d)  The  Israelites  oppressed.     Exodus,  Chapter  1. 

(e)  A  deliverer  called.    Exodus,  Chapters  2  and  3. 


258         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

5.  From  Egypt  to  Canaan. 

(a)  The  exodus  from  Egypt.     Exodus  12 :  29-42 ;    14  :  5-9,  etc. 

(b)  Life  in  the  wilderness.     Exodus  15,  16,  17,  etc.     (Selected.) 

(c)  Crossing  the  Jordan.     Joshua,  Chapters  1  to  4. 

(d)  The   conquest   of   Canaan.     Joshua   5-12    (selecting   main 
events). 

6.  Israel  under  the  Judges. 

(a)  Fifteen  Judges  —  a  period  of  about  350  years.    See  Bible 
History. 

(b)  Their  appointment  directed.     Judges  2 :  16 ;    Deuteronomy 
16 :  18. 

(c)  Qualifications  and  duties.     Exodus   18 :  21 ;     Leviticus  19 : 
15,  etc. 

(d)  The  last  of  the  judges.     I  Samuel  8 :  3. 

7.  Israel  Ruled  by  Kings. 

(a)  A  king  demanded.     I  Samuel  8  :  1-18. 

(6)  Saul  —  appointment  and  anointing.     I  Samuel  9  and  10. 

Disobedience  and  rejection.     I  Samuel  15. 

(c)  David  —  anointed  to  be  king.     I  Samuel  16  : 1-13. 
Becomes  king  of  Judah.     II  Samuel  2:4. 

King  of  all  Israel.     II  Samuel  5:3. 
Character  and  career.     Bible  History. 

(d)  Solomon  —  succeeds  David  as  king.     I  Kings  2 :  10-12. 
God's  covenant  with  him.     I  Kings,  Chapter  9. 
Buildings,  writing,  character.     Bible  History. 

8.  A  Divided  Kingdom. 

(a)  The  cause,  under  Rehoboam.     I  Kings,  Chapter  12. 
(6)  The  revolt,  under  Jeroboam.     I  Kings,  Chapters  11  and  12. 
(c)   The   two  kingdoms  —  Israel   and   Judah.     Location,   chief 
cities,  etc. 

From  Bible  History  and  Encyclopedia. 

9.  The  Overthrow  of  Israel. 

(a)  Governed  by  19  Kings.    I  and  II  Kings,  Bible  History, 
Encyclopedia. 
A  good  king  —  your  own  selection. 


APPENDIX  B  259 

A  king  who  did  evil  —  your  own  selection. 

(6)  The  fall  of  Samaria.    II  Kings,  Chapter  17. 

(c)  The  "  Ten  Tribes  "  captive  to  Assyria.    II  Kings,  Chapter  17. 

10.  The  Conquest  of  Judah. 

(a)  Ruled  by  20  Kings.     I  and  II  Kings,  History,  Encyclopedia. 
A  typical  righteous  king  —  your  selection. 

A  typical  evil  king  —  your  selection. 

(b)  Jerusalem  taken.     II  Kings,  Chapter  25. 

(c)  The  people  captives  to  Babylon.    II  Kings,  Chapter  25. 

11.  The  Return  to  Palestine. 

(a)  Permitted  by  Cyrus.     Ezra  1 : 1-11. 

(b)  Rebuilding  the  city  and  temple.    Ezra,  Chapters  3  to  6. 

(c)  Liberty  under  Judas  Maccabseus.     Jewish  History. 

(d)  Brought  under  Roman  dominion.     Bible  Encyclopedia. 

12.  The  Coming  of  Christ. 

(a)  The  Prophecies.     Isaiah  7:1;   11 : 1-10 ;   Micah  5  :  2. 
(6)  The  Annunciation.     Luke  1 :  26-33. 

(c)  The  Birth :   time  and  place.     Luke  2  :  1-16. 

(d)  The  infancy  and  boyhood  of  Jesus.     Luke  2  :  21-52. 

(e)  The  meaning  to  the  world ;  the  Gospel  and  its  influence. 

13.  The  Divine  Life  of  Service. 

(a)  His  words  of  wisdom :  The  Sermon  on  the  Mount ;  the  Par- 
ables ;  Messages  of  forgiveness. 

(b)  His  works  of  grace :  Miracles  of  healing ;  blessing  the  children ; 
loving  sympathy. 

(c)  His  human  fellowship :    With  his  disciples ;    in  the  home  at 
Bethany ;  with  the  needy. 

(d)  His  remonstrance  against  evil :    Cleansing  the  Temple ;    de- 
nouncing the  scribes  and  Pharisees. 

(e)  His  sufferings  and  death :   A  life  of  self-denial ;   persecution, 
and  a  heroic  end. 

(J)   His  resurrection  and  final  words  of  promise. 

14.  The  Commission  of  the  Twelve. 

(a)  Chosen  as  Apostles.    Matthew  10 ;  Mark  3. 
(6)  How  selected.    Read  the  several  accounts. 


260  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

(c)  Trained  for  service.     By  the  Master  himself. 

(d)  Sent  forth  to  duty.     Matthew  10. 

(e)  The  first  Christian  Missionaries.    The  Book  of  the  Acts. 

15.  The  Day  of  Pentecost. 

(a)  The  promise  of  power.     Acts  1 :  4,  5. 

(b)  The  promise  fulfilled.     Acts  2  : 1-4. 

(c)  The  gift  of  tongues.     Acts  2 :  5-13. 

(d)  The  testimony  of  Peter.     Acts  2  :  14-36. 

(e)  The  power  of  the  Spirit.     Acts  2 :  37-47. 

16.  The  Power  of  Persecution. 

(a)  Stephen  a  martyr  for  Christ.     Acts  6  :  8-15 ;   7 :  54-60. 

(6)  A  general  persecution.     Acts  8  : 1-3. 

(c)  The  Gospel  spread  abroad.     Acts  8 :  4-8,  14-16,  25. 

(d)  The  persecutor  preaches  Christ.    Acts  9 : 1-20. 

17.  The  Great  Messenger. 

(a)  A  loyal  Hebrew.     Acts  22 : 1-4 ;   26 : 4-5. 

(6)  Converted  to  Christ.    Acts  26 :  12-20. 

(c)  Consecrated  to  service.     Acts  22 :  10-20. 

(d)  Establishes  Christian  churches.     The  Acts  of  the  Apostles. 

(e)  Writes  Christian  counsel.     Paul's  Epistles. 

(/)  Triumphant  in  the  faith.     2  Timothy  4:6-8;  Romans  8 
37-39. 

18.  Semester  Review. 

Reference  Material 

Old  Testament  History  —  Peritz. 
New  Testament  History  —  Rail. 
Christianity  in  the  Apostolic  Age  —  Gilbert. 
Historical  Bible  Series  —  Kent. 
Students'  Old  Testament  —  Kent. 
Life  of  Paul  —  Y.  M.  C.  A. 


APPENDIX  B  261 

Second  Semester  Outline  —  Biblical  Literature 

1.  The  Bible  and  its  Makeup. 

Old  Testament  —  39  books,  Hebrew,  Story  of  the  Jews. 

New  Testament  —  27  books,  Greek,  Story  of  Christianity. 

Kinds  of  Literature :  History,  Law,  Prose,  Narrative,  Romance 
Stories,  Parables,  Letters,  Pastoral,  Lyric,  and  Epic  Poetry,  Phi- 
losophy, Prophecy,  Orations,  Sermons,  Prayers  —  Examples  of  each. 

A.     PROSE 

I.   History 

2.  The  Story  of  Solomon.     A  Study  in  Biography. 

A.  Parentage  and  training. 

B.  Anointed  to  be  king.     I  Kings  1 :  32-40. 

(a)  His  religious  zeal.     I  Kings  3  :  2-14. 

(b)  Extent  of  his  kingdom.     I  Kings  4  :  20-25. 

C.  His  administration. 

(a)  Organization  of  his  aids.     I  Kings  4  : 1-7. 
(6)  The  fame  of  his  wisdom.     I  Kings  4  :  29-34. 

(c)  His  alliance  with  Hiram  of  Tyre.     I  Kings  5  : 1-18. 

(d)  The  building  of  the  temple.     I  Kings  6  :  1-14. 

D.  The  decline  of  his  power. 

(a)  Idolatry  and  its  rebuke.     I  Kings  11 :  1-13. 

(6)  His  adversaries  and  his  death.     I  Kings  11 :  14-26,  41-43. 

3.  The  Early  Christian  Church.     Acts  1 :  8. 

A.  The  promise  of  power.     Acts  2  :  1-8. 

B.  The  promise  fulfilled.     Jerusalem.     Acts  4:  32;   5-11. 

C.  First  called  Christians.     Antioch.     Acts  11 :  26. 

D.  The  Gentile  Church.  Samaria.  Acts  8 :  14-25.  Greece. 
Acts  16 :  12-31.     Italy.     Acts  28 :  16-31. 

H.   Law 

4.  A.     The  First  Code. 

(a)  Prologue.     Exodus  20  :  2. 

(6)  The  duty  of  reverence.     Exodus  20  :  3-7. 

(c)  Respect  for  the  Sabbath.     Exodus  20 :  8-11. 

(d)  Respect  for  parents.    Exodus  20 :  12. 


262  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

(e)  Prohibited  sins.     Exodus  20 :  13-17. 

B.  The  second  code. 

(a)  The  Master  questioned.     Matthew  22 :  34-36. 

(6)  Our  love  for  God.     Matthew  22 :  37-38. 

(c)  Our  duty  to  our  fellows.     Matthew  22  :  39-40. 

III.   Prose  Narrative 

6.   A.    A  Loyal  Listener. 

(a)  The  characters  in  the  story.     I  Samuel,  Chapters  1,  2. 

(6)  A  servant  to  the  priest.     I  Samuel  3  : 1-3. 

(c)  The  call  in  the  night.     I  Samuel  3  :  4-7. 

(d)  The  call  interpreted.     I  Samuel  3  :  8-9. 

(e)  The  loyal  response.     I  Samuel  3  :  10. 
B.  An  effective  worker. 

(a)  A  miracle  wrought.     Acts  14  :  8-10. 

(b)  False  worship  prevented.     Acts  14  :  11-13. 

(c)  God  honored.    Acts  14  :  14-18. 

IV.    Romance  Story 

6.  Rebecca,  a  Prose  Idyl.     Genesis  24  : 1-67. 
(a)  A  devout  mission.     Genesis  24  : 1-9. 

(6)  The  mission  undertaken.     Genesis  24  :  11-14. 

(c)  The  damsel  appears.     Genesis  24  :  15-20. 

(d)  The  messenger  received.     Genesis  24  :  31-33. 

(e)  His  story  told.     Genesis  24  :  34-49. 

(f)  His  mission  accomplished.     Genesis  24  :  50-61. 
ig)  A  godly  home  established.     Genesis  24 :  62-67. 

V.   Parables 

7.  The  Kingdom  of  Heaven. 

A.  The  sower  and  the  seed. 

(a)  The  story  told.     Matthew  13  : 1-9. 

(b)  The  explanation  given.     Matthew  13  :  18-23. 

B.  The  wheat  and  the  tares.     Matthew  13  :  24-30. 
(a)  The  explanation  given.     Matthew  13  :  36-43. 

C.  The  mustard  seed.     Matthew  13  :  31-32. 

D.  The  leaven.    Matthew  13  :  33. 


APPENDIX  B  263 

E.  Other  parables.     Matthew  13  :  44-52. 

F.  Why  Jesus  taught  in  parables.     Matthew  13 :  10-17 ;     13 : 
34-35. 

VI.   Christian  Letters 

8.  Admonitions  for  Right  Living. 

(a)  Bible    standards    for  the  Christian  family.     Ephesians  6: 
1-18. 

(b)  Practical  suggestions  of  duty.     Romans  12 : 1-21. 

(c)  The  nature  and  work  of  faith.     Hebrews  11 : 1-23. 

(d)  The  beauty  of  Christian  love.    I  Corinthians  13  : 1-13. 

B.    POETRY 

I.   Pastoral 

9.  Ruth,  an  Idyl  of  Human  Love. 

(a)  What  is  poetry  ?    A  pastoral  poem  ?    An  idyl  ? 

(b)  Time  and  place  location  of  this  story  ? 

(c)  Leading  characters  and  their  characteristics  ? 

(d)  Main  incidents  in  the  story  ? 

1.  Naomi  and  her  family.     Ruth,  Chapter  1. 

2.  Boaz  and  his  interests.     Ruth,  Chapters  2-4. 

(e)  The  interest  and  beauty  of  the  poem  ? 

II.   Lyric  Poems  and  Composers 
(Deborah,  Moses,  Miriam,  Hannah,  Mary) 

10.  Songs  of  Faith  and  Trust. 

A.  An  introductory  meditation.     Psalm  1. 
(a)  Happiness  the  result  of  Godliness. 

B.  Confidence  in  God's  grace.     Psalm  23. 
(a)  The  Shepherd  Psalm. 

C.  The  blessings  of  the  righteous.     Psalm  91. 
(a)  Trust  in  God's  Providence. 

D.  A  hymn  of  Thanksgiving  and  a  prayer  for  guidance.    Psalm 
139. 

E.  The  helpfulness  and  beauty  of  the  Psalms  to  the  early  Jews 
and  to  us  of  to-day. 


264         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

III.   Epic  Poems  and  Composers 
(Joseph,  David,  Saul,  Ruth,  Naomi,  Esther,  Job) 

11.  "  An  Epic  of  the  Inner  Life  "  or  the  Mystery  of  Human 
Suffering. 

A.  The  Prologue. 

(a)  A  godly  man  grievously  afflicted.    Job  1:1;  2 :  10. 

(b)  His  three  friends  come  to  bring  comfort.    Job  2 :  11-13. 

B.  The  poem. 

(a)  They  argue  that  only  the  guilty  suffer.     Job  4  :  7. 
(6)  Job  claims  that  he  is  innocent.     Job  23  :  10-12. 

(c)  Elihu  insists  that  chastisement  is : 

1.  An  expression  of  divine  goodness.    Job  34  :  10-17. 

2.  A  cure  but  also  a  prevention.     Job  36  :  9-13. 

(d)  God  shows  Job  the  wonder  and  mystery  of  the  world.    Job 
38 : 1-7. 

(e)  Job's  humility  and  trust.    Job  42 : 1-6. 

C.  The  Epilogue. 

(a)  God  is  well  pleased  and  restores  Job's  prosperity.    Job  42 :  7- 
17. 

C.     PHILOSOPHY  AND  THE  WISDOM  LITERATURE 

(Proverbs,  Job,  Ecclesiastes,  James,  and  the  Books  of  Ecclesiasticus 
and  of  Wisdom  from  the  Apocrypha) 

12.  A.   The  Hebrew  Sage. 

(a)  Against  suretyship  and  idleness.     Proverbs  6 : 1-11. 
(6)  Concerning  the  mischief  maker.     Proverbs  6 :  12-15. 

(c)  Seven  things  hateful  to  God.     Proverbs  6 :  16-19. 

(d)  Filial  obedience  a  protection  against  impurity.    Proverbs  6 : 
20-35. 

B.  The  Preacher's  Sayings. 

(a)  Remember  God  in  youth.    Ecclesiastes  12 : 1-7. 
(6)  The  value  of  wisdom.    Ecclesiastes  12 :  8-12.    The  chief  con- 
cern of  man.    Ecclesiastes  12 :  13-14. 

C.  The  Christian  Philosopher. 

(a)  The  cause  of  strife  and  war.    James  4  : 1-3. 


APPENDIX  B  265 

(jb)  Choose  between  God  and  the  world.    James  4  : 4-10. 

(c)  All  evil  speaking  is  forbidden.     James  4  :  11-12. 

(d)  The  uncertainty  of  human  plans.    James  4 :  13-17. 

D.    PROPHECY 

13.  A.   The  Messiah  Foretold. 

(a)  The  promises  of  Christ's  coming.     Isaiah  55  : 1-5. 

(b)  Calls  to  repentance.    Isaiah  55  :  6-7. 

(c)  The  Providence  of  God.     Isaiah  55  :  8-13. 
B.   The  vision  of  a  Christian  prophet. 

(a)  The  Holy  City.     Revelation  22 : 1-5. 

(b)  The  Word  and  the  Book.    Revelation  22 :  6-10. 

(c)  The  permanency  of  character.     Revelation  22 :  11-21. 

E.    PUBLIC  ADDRESSES 

I.    Oratory 

(Masters  of  Eloquence :  Moses,  Elijah,  Amos,  Isaiah,  Peter,  Paul, 

Jesus) 

14.  Patriotism  and  Devotion. 

A.  The  speaker  and  his  audience.     Deuteronomy  5:1. 

B.  He  recalls  God's  covenant.     Deuteronomy  5  : 1-3. 

C.  He  urges  loyal  obedience.     Deuteronomy  6  :  1-3. 

D.  Advises  to  love  God  and  His  Word.     Deuteronomy  6  : 4-8. 

E.  Warns  against  idolatry.     Deuteronomy  6  :  9-16. 

F.  Exhorts  to  true  righteousness.    Deuteronomy  6 :  17-25. 

II.    Sermons 

15.  Early  Preachers  of  Christ. 

A.  Peter  at  Pentecost. 

(a)  The  time,  the  place,  the  occasion.     Acts  2 : 1-13. 

(6)  The  appeal  to  prophecy.    Acts  2 :  14-21. 

(c)  Jesus,  the  risen  Lord.     Acts  2 :  22-36. 

B.  Paul  on  Mars  Hill. 

(a)  Conditions  that  called  forth  the  sermon.    Acts  17 :  16-21. 


266         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

(b)  The  Athenians  and  their  unknown  god.    Acts  17 :  22-23. 

(c)  Paul  preaches  the  true  God.     Acts  17  :  23-29. 

(d)  He  urges  repentance  and  faith  in  Christ.     Acts  17 :,  30-32. 

16.  Jesus  on  the  Mount. 

(a)  Suggestion :    Read  Matthew  5,  6,  7.     Select  special  sections 
for  intensive  study. 

(6)  The  Beatitudes.    Matt.  5  : 1-12. 

(c)  The  nature  of  discipleship.     Matt.  5  :  13-20. 

(d)  Duties  under  the  moral  law,  on  anger,  purity  of  life,  good  for 
evil,  etc.     Matt.  5  :  21-48  and  6  :  12. 

(e)  Counsel  as  to  prayer.     Matt.  6  :  5-15 ;   7 :  7-12. 

(J)    Standards  of  life  and  conduct  on  display,  sincerity,  wealth, 
service,  trust,  etc.     Chapter  6. 

(g)  Further  appeals  for  righteousness.     Chapter  7. 

F.     PRAYER  s 

17.  The  Soul's  Communion  with  God. 

A.  A  patriot's  prayer  for  his  people. 

(a)  An  exile  hears  news  from  his  home.     Nehemiah  1 : 1-3. 
(6)  His  sorrow  for  the  sins  of  his  people.     Nehemiah  1 : 5-7. 

(c)  He  dwells  on  God's  mercy.     Nehemiah  1  :  8-9. 

(d)  He  asks  for  God's  blessing.     Nehemiah  1 :  10-11. 

B.  The  Saviour's  prayer  for  the  world. 

(a)  His  prayer  for  God's  glory.     John  17 : 1-5. 

(b)  His  prayer  for  His  Apostles.     John  17 :  6-19. 

(c)  His  prayer  for  all  other  believers.     John  17 :  20-26. 

18.  Semester  Review  and  Examination. 

Reference  Material 

The  Bible  as  English  Literature  —  Gardiner,  Scribners. 

The  Story  of  the  Bible  —  Harold  B.  Hunting. 

The  Bible  as  Literature  —  Moulton. 

The  Bible  as  Literature  —  Hood  and  Grant. 

For  General  Reference  —  Hastings'  Dictionary  of  the  Bible* 


APPENDIX  C 

A  Suggested  Course  in  Bible  Study  for  Pupils 
Outside  of  School,  Issued  by  the  Department 
of  Education  of  the  State  of  Oregon,  1915 

Introductory  Note  on  the  Geography  of  the  Holy  Land.  Pales- 
tine is  a  strip  of  country  running  north  and  south  at  the  east  end  of 
the  Mediterranean  Sea.  It  extends  from  the  sea  eastward  to  the 
Arabian  desert,  a  distance  of  some  fifty  miles.  Its  approximate 
southern  boundary  is  an  imaginary  line  drawn  from  the  southern 
extremity  of  the  Dead  or  Salt  Sea  to  the  southeastern  corner  of  the 
Mediterranean.  From  this  line  it  extends  about  150  miles  north 
to  the  river  Leontes  and  Mt.  Hermon. 

This  was  the  "  promised  land  "  out  of  which  the  Canaanitish  tribes 
were  driven  by  the  great  migratory  movement  of  the  Hebrew 
peoples,  led  first  by  Moses  and  afterward  by  Joshua.  It  was  an 
extremely  diversified,  well-watered,  and  productive  region  —  a 
"  land  flowing  with  milk  and  honey.'* 

Physically  it  is  divided  into  four  strips  running  north  and  south 
as  follows : 

1.  The  Coast  Plain,  a  strip  about  20  miles  in  width  along  the 
Mediterranean. 

2.  The  Hill  Country,  a  strip  immediately  to  the  east  of  the  coast 
plain,  attaining  a  various  elevation,  in  some  places  as  much  as  3000 
feet. 

3.  The  Valley  of  the  Jordan  River,  the  deepest  depression  on  the 
earth's  face.  The  Jordan  rises  in  the  slopes  of  Mt.  Hermon  and 
flows  south.  At  the  sea  or  lake  of  Galilee  it  is  682  feet  below  sea 
level,  and  at  the  Dead  Sea  the  depth  below  sea  level  is  1292  feet. 

4.  The  country  beyond  the  river ;  this  was  a  hilly  plateau  to  the 
east  of  Jordan,  well  adapted  to  grazing  and  the  pastoral  pursuits. 

Three  features  are  of  especial  importance  in  Biblical  literature. 

1.  The  Sea  of  Galilee,  the  scene  of  many  events  in  the  life  of  Christ. 

2.  The  Plain  of  Esdraelon,  or  the  valley  of  Jezreel ;  many  important 
events  in  Israel's  history  took  place  in  this  region.  It  is  watered  by 
the  river  Kishon.    3.   The  River  Jordan. 

267 


268 


CREDIT  FOR  OUTSIDE  BIBLE  STUDY 


After  the  conquest  of  Canaan,  this  territory  was  divided  among 
the  several  tribes  of  the  Hebrew  peoples.  Reference  to  any  good 
map  (most  Bibles  contain  them)  will  show  the  division.  The 
thirteenth  chapter  of  Joshua  describes  it.  See  also  Numbers  32 : 1- 
5;  34:16-29. 

The  position  of  Palestine  with  reference  to  neighboring  lands  is 
of  importance.  It  lay  on  one  of  the  main  routes  of  travel  of  the 
ancient  world,  and  about  midway  between  the  two  cradles  of 
civilization  of  the  ancient  East.  Four  great  highways  traversed 
the  "  promised  land,"  roughly  corresponding  to  the  four  physical 
divisions  given  above.  Egypt  lay  to  the  south  and  west ;  Mesopo- 
tamia, where  flourished  the  empires  of  Assyria  and  Babylon,  to 
the  north  and  east.  Palestine  thus  became  the  path  of  caravans  of 
trade  and  armies  of  conquest,  and  frequently  the  theater  of  great  wars. 

THE  OLD  TESTAMENT  — 39  BOOKS 


The  Books  of  the  Law 

The  Major  Prophets 

Genesis 

Isaiah 

Exodus 

Jeremiah 

Leviticus 

Lamentations 

Numbers 

Ezekiel 

Deuteronomy 

Daniel 

The  Narrative  Books 

The  Minor  Prophets 

Joshua 

Hosea 

Judges 

Joel 

Ruth 

Amos 

I  and  II  Samuel 

Obadiah 

I  and  H  Kings 

Jonah 

I  and  II  Chronicles 

Micah 

Ezra 

Nahum 

Nehemiah 

Habakkuk 

Esther 

Zephaniah 

Haggai 

The  Poetic  Books 

Zechariah 

Job 

Malachi 

Psalms 

Proverbs 

Ecclesiastes 

Song  of  Solomon 

APPENDIX  C  269 

I.  THE  BOOKS  OF  THE  LAW 

These  are  the  first  five  books  of  the  Old  Testament,  also  called 
the  Pentateuch,  which  means  "  five  books."  They  take  the  name 
"  Law  "  because  they  contain  the  various  ancient  codes  of  the  He- 
brew peoples.     These  may  be  catalogued  as  follows : 

a.  The  decalogue  or  Ten  Commandments.  Ex.  20 : 2-17.  Com- 
pare Dt.  5 : 6-21. 

b.  "  The  Book  of  the  Covenant."    Ex.  20 :  20-23 :  33. 

c.  The  Code  of  Deuteronomy.  The  book  of  Deuteronomy  may 
be  described  as  a  volume  of  law  accompanied  by  hortatory  intro- 
ductions and  comments.  The  chief  law  portions  are  found  in 
Chapters  12-27.  The  entire  volume  is  of  a  very  high  tone,  and 
will  repay  reading. 

d.  The  "  Law  of  Holiness."    Lev.  17-26. 

e.  The  Priestly  Code.  Gen.  17  (The  law  of  circumcision) ; 
Ex.  12  (The  Passover) ;  Lev.  1-16,  and  27 ;  and  large  portions  of 
the  books  of  Exodus  and  Numbers. 

But  besides  containing  the  law  codes,  these  books  deal  also  with 
very  important  periods  of  Israel's  history  as  well  as  giving  us  the 
Hebrew  ideas  of  the  beginning  of  things.  For  convenience  these 
narratives  may  be  divided  into:  (a)  The  Early  Narratives  of 
Genesis ;   (6)  Period  of  the  Patriarchs ;   (c)  Period  of  the  Exodus. 

a.  The  Early  Narratives  of  Genesis.     Gen.  1-11. 
The  Creation  Narratives.     Gen.  1-2 : 3  and  2 : 4-25. 
The  Serpent  in  the  Garden.     Gen.  3. 

Cain  and  Abel.     Gen.  4. 

The  Flood.     Gen.  6-9 :  18. 

The  Tower  of  Babel.     Gen.  11 : 1-9. 

b.  The  Period  of  the  Patriarchs.     Gen.  12-50. 
The  Call  of  Abraham.     Gen.  11 :  27-12 :  9 ;  also  15. 
Abraham  and  Lot.     Gen.  13. 

Sarah  and  Hagar.     Gen.  16. 
Doom  of  the  Cities  of  the  Plain.    Gen.  18-19 :  28. 
The  Sacrifice  of  Isaac.     Gen.  22 : 1-19. 
Betrothal  of  Isaac  and  Rebekah.    Gen.  24. 


270         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Jacob  and  Esau.     Gen.  25  :  19-34  and  27 : 1-45. 

Jacob  Serves  for  Rachel.     Gen.  28-29. 

Jacob  Wrestles  with  an  Angel.     Gen.  31 :  43-32. 

Joseph  Sold  into  Egypt.     Gen.  37. 

Joseph  in  Egypt.     Gen.  39-41. 

Joseph  and  His  Brethren.     Gen.  42-45. 

Death  of  Israel  and  Joseph.     Gen.  50. 

c.   The  Period  of  the  Exodus.    Exodus-Deuteronomy. 

Early  Life  of  Moses.    Ex.  1  and  2. 

The  Call  of  Moses.     Ex.  3  and  4. 

The  Affliction  of  Israel.    Ex.  5-6 :  13. 

The  Plagues  of  Egypt.     Ex.  7-11. 

The  Passover  and  Deliverance.     Ex.  12-14. 

Israel  in  the  Wilderness.     Ex.  16  and  17. 

Israel  at  Sinai.     Ex.  19  and  20. 

The  Golden  Calf.     Ex.  32. 

Consecration  of  Aaron  and  His  Sons.    Lev.  8-9. 

Rebellion  of  Korah.    Numb.  16. 

Balak  and  Balaam.    Numb.  22-24. 

Death  of  Moses.    Deut.  34. 


H.  THE  NARRATIVE  BOOKS 

These  include  the  next  twelve  books  of  the  Old  Testament  and 
cover  the  history  of  Israel  from  the  Conquest  of  Canaan  to  the 
Babylonian  captivity,  and  the  return  to  Jerusalem.  They  tell  of 
the  formation  of  a  nation  out  of  the  allied  tribes,  the  establishment 
of  a  splendid  monarchy,  the  fatal  split  into  two  kingdoms,  and 
the  resulting  loss  of  national  identity.  The  passages  cited  below 
are  intended  to  indicate  the  progress  of  that  history  as  well  as  to 
exhibit  some  of  the  finer  literature  contained  in  these  books.  The 
two  books  of  Chronicles  are  a  sort  of  review  of  Israel's  history 
from  the  beginning  to  the  decree  of  Cyrus  permitting  the  return 
to  Jerusalem  after  exile.  The  great  influence  of  the  prophets, 
men  like  Samuel,  Elijah,  Elisha,  Isaiah,  and  Jeremiah,  throughout 
the  major  part  of  the  period  should  be  noted. 


APPENDIX  C  271 

a.  The  Conquest  of  Canaan.    The  Book  of  Joshua. 
Jehovah's  Charge  to  Joshua.     Josh.  1. 

The  Siege  and  Fall  of  Jericho.    Josh.  6. 
The  Conquest  of  Ai.     Josh.  7  and  8. 
The  Great  Battle  with  the  Amorites.     Josh.  10. 
Hazor  Captured  and  Burned.     Josh.  11. 
Joshua's  Farewell.    Josh.  23  and  24. 

b.  The  Period  of  the  Judges.    Judges  and  Ruth. 

This  was  a  period  of  transition.  The  tribes  had  settled  down 
in  the  promised  land,  but  the  conquest  was  not  so  complete  as  to 
give  them  undisturbed  possession.  The  apostasy  of  the  people 
also  paved  the  way  for  internal  weakness.  The  birth  of  the  nation 
really  begins  when  Deborah  is  able  to  bring  about  an  effective 
coalition  of  six  tribes. 

Apostasy  of  the  People.     Judg.  2 :  11-3  :  6. 

Deborah,  the  Joan  d'Arc  of  Israel.    Judg.  4  and  5. 

Gideon  and  the  Midianites.     Judg.  6-8. 

Jephthah  and  his  Daughter.     Judg.  11. 

Samson  and  Delilah.     Judg.  13-16. 

Ruth  the  Moabitess.  The  Book  of  Ruth.  (A  pastoral  tale  of 
this  period.) 

c.  The  Period  of  the  Monarchy.  I  and  II  Samuel  and  I  Kings 
1-10.     Compare  I  Chron.  10-29  and  II  Chron.  1-9. 

The  Call  of  Samuel.     I  Sam.  3-4  :  la. 

Saul,  King  of  Israel.     I  Sam.  8-11. 

Jonathan  at  Michmash.     I  Sam.  14. 

Jehovah  Rejects  Saul.     I  Sam.  15. 

David,  the  Shepherd  Boy.     I  Sam.  16-18  :  9. 

David  and  Jonathan.     I  Sam.  20. 

David  Spares  Saul.     I  Sam.  24 ;  also  26  : 1-12. 

The  Great  Battle  of  Gilboa.     I  Sam.  28-31. 

Abner  and  Joab.     I  Sam.  2  :  8-3. 

David  the  King.     II  Sam.  5-6  :  15. 

David's  Prayer  and  Thanksgiving.     II  Sam.  7. 

David's  Sin.     II  Sam.  11-12  :  25. 

The  RebeUion  of  Absalom.     II  Sam.  14  :  25-18. 


272         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

King  Solomon.    I  Kn.  2 : 1-12 ;  also  3-4:1;  also  4  :  20-34. 

The  Building  of  the  Temple.    I  Kn.  5-7. 

The  Dedication.    I  Kn.  8-9 :  9. 

The  Visit  of  the  Queen  of  Sheba.    I  Kn.  10. 

d.  The  Period  of  the  Divided  Kingdoms.    I  Kings  11-22  and 
II  Kings.     Compare  II  Chron.  10-36  :  21. 

The  Kingdom  Divided  and  Despoiled.    I  Kn.  11:41-12;    also 
14 :  21-31. 
Elijah  and  Ahab.    I  Kn.  17-19. 
Naboth's  Vineyard.     I  Kn.  21. 
The  Translation  of  Elijah.     II  Kn.  2. 
Elisha  and  the  Shunammite.     II  Kn.  4. 
Naaman,  the  Captain  of  Syria.    II  Kn.  5. 
The  Siege  of  Samaria.     II  Kn.  6  :  8-7. 
The  Wicked  Athaliah.    II  Kn.  11. 
Elisha's  Death  and  Sign.    H  Kn.  13  :  14-21. 
The  Fall  of  Samaria.    II  Kn.  17. 
The  Destruction  of  Sennacherib.     II  Kn.  18  :  13-19. 
The  Great  Reform  under  Josiah.     II  Kn.  22-23  :  30. 
The  Fall  of  Jerusalem.     II  Kn.  24  :  206-25. 

e.  Period  of  the  Exile  and  Return.     Ezra,  Nehemiah,  Esther, 
(Daniel,  Apocrypha).     Compare  II  Chron.  36  :  22,  23. 

The  Return  from  Exile.     Ezra  1  and  2  :  64-6. 

Rebuilding  of  the  Temple. 
Nehemiah  Leads  Back  Another  Group.     Neh.  1-6. 

Intrigues  of  Tobiah  and  Sanballat. 
Esther,  the  Queen.     Esther  1-10. 

A  tale  of  the  period  of  the  captivity. 
Though  Daniel  is  commonly  reckoned  as  one  of  the  prophetic 
books,  it  nevertheless  contains  a  large  portion  of  narrative  belong- 
ing to  this  period. 

Daniel  and  His  Three  Friends.    Dan.  1  and  2. 
Nebuchadnezzar's  Golden  Image.    Dan.  3. 
Nebuchadnezzar's  Dream.    Dan.  4. 
The  Feast  of  Belshazzar.    Dan.  5. 
Daniel  in  the  Lion's  Den.     Dan.  6. 
Daniel's  Penitential  Prayer.    Dan.  9. 


APPENDIX  C  273 

The  group  of  books  styled  the  Apocrypha  also  belong  mostly  to 
this  period  and  it  is  convenient  to  notice  them  in  this  place.  The 
group  consists  of  nine  books  and  five  fragments  as  follows : 

I  and  II  Esdras,  historical  narratives  dealing  with  about  the 
same  matters  as  Ezra  and  Nehemiah. 

Tobit,  a  pious  story  of  the  period  of  the  captivity. 

Judith,  a  war  story  of  the  Return. 

Wisdom  of  Solomon  and  Ecclesiasticus,  two  books  of  the  type 
known  as  "  Wisdom  Literature."     (See  below,  Ecclesiastes.) 

Baruch,  a  composite  book  containing  (a)  an  ancient  form  of 
confession  of  sins  used  by  the  Palestinian  remnant ;  (b)  a  panegyric 
on  wisdom ;   (c)  a  consolation  and  encouragement  to  the  exiles. 

Three  fragments  from  the  book  of  Daniel,  cut  off  because  not 
found  in  the  Hebrew ;  namely,  The  Song  of  the  Three  Children, 
The  History  of  Susanna,  and  Bel  and  the  Dragon. 

The  Rest  of  the  Book  of  Esther,  cut  off  from  the  end  of  that 
book  for  the  same  reason. 

The  Prayer  of  Manasses,  King  of  Judah,  when  he  was  a  captive 
in  Babylon. 

I  and  II  Maccabees,  historical  narratives  dealing  with  the  rise 
to  power  of  the  Maccabean  dynasty  about  167  B.C.,  some  350 
years  after  the  Return,  and  during  the  period  following  the  con- 
quests of  Alexander. 

Important  Dates  in  the  History  of  Israel 

Age  of  Abraham. 

The  Exodus. 

Saul,  King  of  Israel. 

David. 

Solomon.    The  First  Temple. 

Division  of  the  Kingdom. 

Age  of  Elijah  and  Elisha. 

Fall  of  Samaria. 

Fall  of  Jerusalem,  and  Babylonian  captivity. 

Return  from  Exile. 

Maccabean  Rising. 


B.C. 

2350 

B.C. 

1700-1650 

B.C. 

1020 

B.C. 

1010 

B.C. 

970 

B.C. 

930 

B.C. 

875-825 

B.C. 

722 

B.C. 

586 

B.C. 

536 

B.C. 

167 

274         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

m.  HEBREW  POETRY 

The  Bible  contains  some  of  the  finest  poetry  ever  written.  There 
are  not  only  poetic  books,  like  Job,  and  a  collection  of  short  re- 
ligious poems  or  hymns,  like  the  Psalms,  but  poems  are  scattered 
throughout  the  other  portions.  The  five  books  placed  at  the  head 
of  this  section  as  The  Poetic  Books  are  those  commonly  reckoned 
as  such ;  but  one  of  these,  Ecclesiastes,  belongs  rather  to  the  type 
known  as  "  Wisdom  Literature  " ;  and  one  whole  book,  Lamenta- 
tions, is  not  included  in  this  classification,  though  it  is  assuredly 
poetry.  A  list  of  the  poems  of  the  Bible  is  given  here  with  some 
of  the  finer  passages  especially  noted. 

a.   The  Poetic  Volumes. 

1.  The  Book  of  Job.  It  has  a  prose  introduction  and  conclusion, 
but  the  body  of  the  work  is  an  epic  poem,  showing  the  conduct  of  a 
righteous  man  under  adversity. 

Job  Bewails  His  Birth.     Job  3. 

Where  Shall  Wisdom  Be  Found  ?     Job  28. 

The  Answer  of  Jehovah.     Job  38-39 ;  also  40  :  6-41. 

2.  The  Psalms.  A  collection  of  fine  poems  of  amazing  depth 
and  vitality.  Only  a  few  of  the  best  known  and  most  frequently 
quoted  are  given  below.    . 

David's  Hymn  of  Deliverance.     Psalm  18. 
The  Shepherd  Song.     Psalm  23. 
A  Nuptial  Ode.    Psalm  45. 
A  Miserere.    Psalm  51. 
God  the  Eternal.     Psalm  90. 
A  Song  of  Thanksgiving.     Psalm  100. 

A  Supplication  and  a  Thanksgiving  for  Forgiveness.    Psalms 
102  and  103. 
A  Happy  Song.    Psalm  114. 
De  Profundis.     Psalm  130. 
A  Song  of  Sorrow.     Psalm  137. 
A  Hymn  of  Praise.     Psalm  150. 

3.  The  Proverbs.  A  poetic  "  wisdom  book."  It  abounds  in 
epigram  and  not  infrequent  humor;   it  consists  for  the  most  part 


APPENDIX  C  275 

of  sundry  admonitions,  warnings,  and  encouragements  tending  to 
show  the  wisdom  of  uprightness  and  the  folly  of  false  dealing. 
Should  all  be  perused.  The  three  citations  below  are  selected  as 
typical : 

The  Wisdom  of  Wisdom.     Prov.  1 :  20-2. 

Three  Warnings  —  Against  Suretyship,  Idleness,  Mischief- 
making.     Prov.  6 : 1-19. 

Eulogy  of  a  Worthy  Woman.     Prov.  SI :  10-31. 

4.  The  Song  of  Solomon,  a  lyric  drama  of  much  beauty. 

5.  Lamentations.  An  elegy  on  Jerusalem  laid  waste.  It  deals 
first  with  the  sorrows  of  captive  Zion  (Chapter  1),  showing  how  these 
came  from  Jehovah  (Chapter  2).  The  lament  of  the  afflicted 
follows,  and  the  hope  of  relief  through  God's  mercy  (Chapter  3). 
The  distress  of  the  siege  is  described,  and  the  miseries  of  the  cap- 
tivity bewailed  (Chapters  4  and  5).  It  closes  with  a  prayer  for 
mercy. 

6.  Ecclesiastes,  or  The  Preacher.  The  excellency  of  wisdom 
and  the  vanity  of  all  things  apart  from  God.     Read  especially : 

An  Address  to  Youth.    Eccles.  11 :  9-12 :  8. 

b.   Other  Poems  Scattered  through  the  Narrative  Books. 

The  Prophecy  of  Jacob.     Gen.  49  : 1-27. 
The  Song  of  Moses  and  Miriam.     Ex.  15 : 1-18. 
Four  Speeches  of  Balaam.    Numb.  23  :  7-10 ;  23  :  18-24 ;  24 : 3- 
9;  24:15-24. 
The  Song  of  Moses.     Deut.  32 : 1-43. 
Moses'  Blessing  of  the  Tribes.    Deut.  33. 
Deborah's  Battle  Hymn.     Judg.  5. 
The  Magnificat  of  Hannah.    I  Sam.  2 : 1-10. 
David's  Lament  over  Saul.    I  Sam.  1 :  19-27. 
David's  Psalm  of  Praise.     I  Sam.  22. 
David's  Last  Song.    II  Sam.  23  : 1-7. 

A  Psalm  of  David.   I  Chron.  16 :  8-36.   Compare  Psalm  105 : 1-15. 
Hezekiah's  Thanksgiving.    Is.  38  :  9-20. 
Jonah's  Prayer.    Jonah  2 : 1-9. 


276         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

A  Prayer  of  Habakkuk.    Hab.  3. 

Various  fragments  and  short  pieces  as  follows : 

The  Song  of  Lamech.     Gen.  4  :  23,  24. 

Noah's  Curse.    Gen.  9 :  25-27. 

Two  Nations.     Gen.  25 :  23. 

Isaac's  Blessing.     Gen.  27 :  27-29  and  27 :  39,  40. 

Two  quotations.     Numb.  21 :  14,  15  and  21 :  27-30. 

The  Song  of  the  Well.     Numb.  21 :  17,  18. 

Samson's  Riddle.     Judg.  14  :  14  and  18. 

David's  Lament  over  Abner.    II  Sam.  3  :  33,  34. 

c.   There  should  also  be  noted  the  following,  from  the  Apocrypha : 

The  Song  of  the  Three  Children.     Verses  29-68. 
Tobit's  Rejoicing.    Tobit  13. 

And  three  wonderful  hymns  which,  though  from  the  New  Testa- 
ment, still  partake  of  the  spirit  and  genius  of  Hebrew  poetry : 
The  Magnificat,  or  Hymn  of  Mary.     Lk.  1 :  46-55. 
The  Benedictus,  or  Hymn  of  Zacharias.     Lk.  1 :  68-79. 
The  Nunc  Dimittis,  or  Hymn  of  Simeon.    Lk.  2 :  29-32. 

IV.  THE  HEBREW  PROPHETS  AND  PROPHECIES 

The  importance  of  the  position  of  influence  occupied  by  the 
prophets  in  the  history  of  Israel  can  hardly  be  overestimated. 
They  were  accorded  a  place  alongside  the  priesthood  in  the  re- 
ligious life  of  the  people,  and  were  frequently  a  determining  factor 
in  statecraft  and  politics.  Some  of  them  were  men  of  exceptional 
power,  claiming  to  exercise  control  over  the  rulers  in  the  name  of 
Jehovah.  The  writings  which  are  included  under  the  Prophecies 
may  be  regarded  as  either  the  sermons  (as  Isaiah)  or  the  visions 
(as  Ezekiel)  of  the  prophet.  Some  of  the  greater  passages  are 
cited  below : 

Isaiah.  A  prophet  of  the  southern  kingdom,  c.  720  B.C.  (the 
latter  portion  of  the  book  from  Chapter  40  onward  is  sometimes 
considered  a  "  Second  Isaiah,"  and  dated  about  the  time  of  the 
Return  from  exile.) 


APPENDIX  C  277 

Isaiah's  Call.     Is.  6. 

The  "  Book  of  Immanuel."    Is.  7-9 :  7. 

A  Warning  and  Condemnation.    Is.  28 : 1-22. 

Consolation.     Is.  40. 

The  Suffering  Servant  of  Jehovah.    Is.  52-53. 

Jeremiah.     A  prophet  of  the  southern  kingdom,  c.  600  B.C. 

The  Call  of  Jeremiah.     Jer.  1. 

A  Lesson  from  the  Potter.     Jer.  18. 

The  Faithful  House  of  Rechab.     Jer.  35. 

The  King  Burns  the  Roll.     Jer.  36. 

Lamentations.     See  under  Hebrew  Poetry. 

Ezekiel.     A  prophet  of  the  captivity,  c.  586  B.C. 
Ezekiel's  Call.     Ezek.  2-3  :  15. 
A  Watchman  in  Israel.     Ezek.  33  : 1-21. 
False  Shepherds  in  Israel.     Ezek.  34  : 1-24. 
The  Valley  of  Dry  Bones.     Ezek.  37 : 1-15. 

Daniel.    A  prophet  of  the  exile.     (The  narrative  portions  have 
been  treated  above.) 
Daniel's  Vision  of  the  End.     Dan.  12. 

Hosea.     A  prophet  of  the  northern  kingdom,  c.  740  B.C. 
The  Prophet's  Plea  with  His  Nation.     Hos.  13-14. 

Joel.     A  prophet  of  the  northern  kingdom,  c.  800  B.C. 
The  Outpouring  of  God's  Spirit.     Joel  2 :  21-3. 

Amos.    A  prophet  of  the  southern  kingdom,  c.  760  B.C. 
Israel's  Doom.    Amos  8-9 :  4. 

Obadiah.  A  prophet  of  uncertain  date.  (Compare  verses  1-9 
to  Jer.  49 :  7-22.) 

Jonah.  Like  several  of  the  books  of  the  Old  Testament,  Jonah 
is  quite  unique.  It  is  not  prophecy  in  the  same  sense  as  Isaiah 
or  Ezekiel,  but  is  a  narrative  about  Jonah  the  prophet.  It  will 
repay  careful  study.    Jonah  lived  about  750  B.C.  in  the  northern 


278  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

kingdom.     See  II  Kn.   14 :  25.    Jonah's  prayer  (2 : 1-9)  has  al- 
ready been  referred  to  under  Hebrew  Poetry. 

Micah.    A  prophet  of  the  southern  kingdom,  c.  720  B.C.    A 
younger  contemporary  of  Isaiah. 

The  Reign  of  Peace.     Micah  3:9-4:8. 

Nahum.     A  prophet  of  the  southern  kingdom,  c.  625  B.C. 
The  Overthrow  of  Nineveh.     Nahum  2  and  3. 

Habakkuk.     A  prophet   of   the  southern  kingdom,  c.  600  B.C. 
Habakkuk's  prayer  (Chapter  3)  has  already  been  referred  to  un- 
der Hebrew  Poetry. 

Zephaniah.     A  prophet  of  the  southern  kingdom,  c.  625  B.C. 

Haggai.     A  prophet  of  the  Return,  c.  525  B.C. 

Zechariah.     A  prophet  of  the  Return,  c.  525  B.C. 
The  Prosperity  of  Zion.     Zech.  8 ;  also  9  :  9-17. 

Malachi.     The  last  of  the  prophets,  c.  450  B.C. 
The  Advent  of  Jehovah's  Messenger.     Mai.  3  and  4. 

V.  MEMORY  PASSAGES  FROM  THE  OLD  TESTAMENT 

1.  The  Ten  Commandments.     Exodus  20 :  3-17. 

2.  From  a  speech  of  Moses,  a  specimen  of  Hebrew  oratory. 
Deut.  6 : 4-15. 

3.  The  First  Psalm. 

4.  The  Twenty-third  Psalm. 

5.  The  Forty-sixth  Psalm. 

6.  The  One  Hundred  Third  Psalm. 

7.  Job  28: 12-28. 

8.  Proverbs  3  : 1-26. 

9.  Isaiah  40 :  18-31. 
10.   Isaiah  55. 


APPENDIX  C 


279 


THE  NEW  TESTAMENT  — 27  BOOKS 


The  Gospel 

According  to  Matthew 
According  to  Mark 
According  to  Luke 
According  to  John 

Historical  Narrative 

The  Acts  of  the  Apostles 

The  Pauline  Epistles 
Romans 

I  and  II  Corinthians 
Galatians 
Ephesians 
Philippians 
Colossians 

I  and  II  Thessalonians 
I  and  II  Timothy 
Titus 
Philemon 


Other  Epistles 
Hebrews 
James 

I  and  H  Peter 
I,  n,  and  HI  John 
Jude 

Prophetic  or  Apocalyptic 
The  Revelation  of  John 


Introductory  Note  on  Political  Divisions  of  Palestine  in  New 
Testament  Times.  There  were  three  main  divisions  of  Palestine 
west  of  the  Jordan.  Judea,  to  the  south,  corresponding  in  a 
general  way  to  the  ancient  kingdom  of  Judah,  and  including  Jeru- 
salem, Bethlehem,  Bethany,  Jericho,  etc. ;  Galilee,  to  the  north, 
in  the  country  west  of  the  lake  of  that  name  and  in  which  much 
of  our  Lord's  ministry  was  spent,  including  Cana,  Capernaum, 
Nazareth,  etc. ;  between  these  two,  Samaria,  the  territory  around 
the  ancient  city  of  Samaria.  To  the  northwest  of  Galilee  lay 
Phoenicia.  East  of  Galilee  across  the  lake  was  the  Tetrarchy  of 
Philip,  including  the  region  called  Decapolis.  South  of  this  was 
Perea,  which  with  Galilee  formed  the  Tetrarchy  of  Herod  Antipas. 
Judea  and  Samaria  comprised  the  Roman  province  of  Judea. 


280         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

I.   THE  LIFE    AND   TEACHINGS  OF  JESUS   CHRIST  — 
THE  FOUR  GOSPELS 

The  first  three  Gospels  are  called  the  synoptics,  because  of  their 
general  agreement.  St.  John's  Gospel  stands  somewhat  apart 
from  the  other  three  and  is  the  interpretation  of  the  Life,  rather 
than  a  narration  of  events.  In  the  outline  given  below,  St.  Mark's 
Gospel  is  taken  generally,  as  it  is  the  earliest  of  the  four  and  gives 
the  "  priceless  first  impressions."  Events  not  recorded  by  St. 
Mark  are  taken  from  the  others.  The  aim  is  to  give  a  complete 
reading  of  St.  Mark.  The  parallel  passages  in  the  other  Gospels 
should  be  consulted. 

a.   The  Life. 

Introductory  —  The  Prologue  of  St.  John.     Jo.  1 : 1-18. 

1.  The  Gospel  of  the  Infancy. 
The  Annunciations.     Lk.  1 :  5-56. 

Birth  of  John  and  of  Jesus.    Lk.  1 :  57-2 :  20.     Compare  Mt. 
1 :  18-25. 
Childhood  of  Jesus.    Lk.  2 :  21-52.     Compare  Mt.  2 : 1-23. 

2.  Opening  Events  of  the  Ministry. 

The  Ministry  of  John.     Mk.  1 : 1-13 ;  also  Mt.  3  : 1-12 ;  Lk.  3  : 
1-20. 
The  Temptations.    Mt.  4 :  1-11 ;  Lk.  4 : 1-13. 
The  Beginnings  of  Faith.     Jo.  1 :  19-2  :  12. 
Early  Judean  Ministry.     Jo.  2 :  13-4  :  42. 

3.  The  Galilean  Ministry  —  First  Period. 
Beginning  of  Christ's  Public  Work.     Mk.  1 :  14-45. 
Rejection  at  Nazareth.     Lk.  4  :  16-30. 

Growing  Hostility  of  the  Scribes.     Mk.  2-3  :  6. 
The  Nobleman's  Son.    Jo.  4  :  46-54. 
The  Infirm  Man  at  Bethesda.     Jo.  5. 

4.  The  Galilean  Ministry  —  Second  Period. 
The  Choosing  of  the  Twelve.  Mk.  3 :  7-19. 
A  Preaching  Tour.    Lk.  7:1-8:  3. 

A  Day  of  Teaching  by  the  Sea.    Mk.  3 :  20-4 :  34. 


APPENDIX  C  281 

A  Day  of  Miracles  by  the  Sea.    Mk.  4:35-5:43;    also  Mt. 
9 :  27-34. 
A  Preaching  Tour.    Mk.  6 : 1-29. 
The  Crisis  at  Capernaum.    Mk.  6 :  30-7 :  23 ;  also  Jo.  6. 

5.  The  Galilean  Ministry  —  Third  Period. 

A  Journey  North  for  Retirement.    Mk.  7 :  24-37. 
The  Feeding  of  the  Four  Thousand.    Mk.  8 : 1-26. 
A  Second  Northern  Tour.    Mk.  8 :  27-9 :  32. 
In  Capernaum.    Mk.  9 :  33-50 ;  also  Mt.  17 :  24-27. 

6.  The  Ministry  in  Perea. 
Departure  from  Galilee.    Lk.  9 :  51-62. 

A  Visit  to  Mary  and  Martha.    Lk.  10 :  38-42. 

Healing  of  the  Man  Born  Blind.    Jo.  9. 

The  Woman  Healed  on  the  Sabbath.    Lk.  13  :  10-21. 

The  Raising  of  Lazarus.    Jo.  11 : 1-54. 

The  Ten  Lepers.    Lk.  17 : 1 1-1 9. 

Various  Narratives.     Mk.  10. 

A  Visit  to  Zacchseus.    Lk.  19 : 1-10. 

7.  His  Last  Week. 

Sunday  —  The  Triumphal  Entry.    Mk.  11:1-11. 
Monday  —  Cursing  of  the  Fig  Tree.    Mk.  11 :  12-19. 
Tuesday  —  A  Day  of  Conflict.    Mk.  11 :  20-14  :  11. 

The  Gentiles  Seek;  the  Jews  Reject.    Jo.  12 :  20-50. 
Wednesday  —  No  record.    But  it  has  been  supposed  that  the 
following  may  have  happened  on  that  day : 

The  Woman  Taken  in  Adultery.    Jo.  7 :  53-8 :  13-11. 
Thursday  — The  Last  Supper.    Mk.  14:12-26;    Mt.  26:17- 
30 ;  Lk.  22 :  7-30 ;  Jo.  13 : 1-30. 

The  Intercessory  Prayer.    Jo.  17. 
Friday  — In    Gethsemane.    Mk.    14:27-52;     Mt.    26:36-56; 
Lk.  22:39-53;  Jo.  18:1-11. 

The  Trial.    Mk.  14  :  53-15 :  20 ;   Mt.  26 :  57-27 :  31 ;  Lk.  22 : 
54-23  :  25 ;  Jo.  18 :  12-19 :  16a. 

The  Crucifixion.    Mk.  15:21-47;    Mt.  27:32-61;    Lk.  23: 
26-56a;  Jo.  19:16&-42. 
Saturday  —  The  Watch  at  the  Sepulcher.    Mt.  27 :  62-66. 


282         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

8.   The  Great  Forty  Days. 

The  Resurrection.  Mk.  16 : 1-11 ;  Mt.  28 : 1-15 ;  Lk.  23 :  56a- 
24:12;  Jo.  20  : 1-18. 

The  Walk  to  Emmaus.  Lk.  24 :  13-43.  Compare  Mk.  16 :  12, 
13. 

In  the  Upper  Room.  Jo.  20 :  19-29.  Compare  Lk.  24 :  36-43 
and  Mk.  16 :  14. 

The  Appearance  by  the  Sea.    Jo.  21 : 1-24. 

The  Appearance  on  the  Hill.  Mt.  28 :  16-20.  Compare  Mk. 
16 :  15-18. 

The  Ascension.  Lk.  24 :  44-53 ;  also  Acts  1 : 1-11.  Compare 
Mk.  16  :  19,  20. 

b.   The  Teachings. 

Much  of  the  teaching  of  our  Lord  has  been  given  in  the  above 
outline.  The  outline  below  is  in  a  sense  supplementary,  and  gives 
some  of  the  passages  from  the  Gospels  not  referred  to  above : 

1.  Studies  from  St.  Matthew's  Gospel. 

The  Sermon  on  the  Mount.     Mt.  5-7.     Compare  Lk.  6  :  20-49. 

The  Parables  by  the  Sea.     Mt.  13  : 1-53. 

Discourse  on  Humility  and  Forgiveness.     Mt.  18. 

The  Laborers  in  the  Vineyard.     Mt.  19  :  23-20  :  16. 

Three  Parables  of  Warning.     Mt.  21 :  28-22 :  14. 

The  Destruction  of  Jerusalem.     Mt.  24  and  25. 

2.  Studies  from  St.  Luke's  Gospel. 

The  Mission  of  the  Seventy.     Lk.  10  : 1-24. 

The  Good  Samaritan.     Lk.  10  :  25-37. 

A  Discourse  on  Prayer  and  One  against  the  Pharisees.    Lk.  11. 

Concerning  the  Judgment.     Lk.  12. 

Four  Short  Discourses.     Lk.  13. 

The  Galileans  Slain  by  Pilate;    The  Woman  Healed  on  the 
Sabbath;  Are  Many  Saved?;    Reply  to  Warning  against 
Herod. 
Discourse  at  a  Pharisee's  Table.    Lk.  14 : 1-24. 
Discourse  on  Counting  the  Cost.    Lk.  14  :  25-35. 
The  Prodigal  Son,  and  two  other  parables.    Lk.  15. 


APPENDIX  C  283 

Two  Parables  of  Warning.    Lk.  16. 
Concerning  Forgiveness  and  Faith.    Lk.  17 : 1-10. 
The  Coming  of  the  Kingdom.    Lk.  17 :  20-18 :  14. 
Parable  of  the  Pounds.    Lk.  19 :  11-28.     Compare  Mt.  25 :  14- 
30. 

3.   Studies  from  St.  John's  Gospel. 
Discourse  on  the  Bread  of  Life.     Jo.  6  :  22-70. 
Christ  at  the  Feast  of  Tabernacles.     Jo.  7 :  1-52. 
Discourse  on  the  Light  of  the  World.     Jo.  8  :  12-30. 
Discourse  on  Freedom.     Jo.  8  :  31-59. 
The  Good  Shepherd.     Jo.  10 :  1-21. 
Christ  at  the  Feast  of  Dedication.     Jo.  10  :  22-42. 
Christ's  Farewell  Discourses.    Jo.  13 :  31-16 :  33. 

H.  THE  RECORD  OF  THE  EARLY  CHURCH  — ACTS 

1.  The  Primitive  Church  at  Jerusalem. 
The  Period  of  Waiting.     Acts  1. 

The  Day  of  Pentecost.     Acts  2. 

The  Growth  of  the  Church.     Acts  3-5. 

Stephen.     Acts  6-8  :  la. 

2.  The  Church  Scattered  Abroad. 
Philip  the  Evangelist.     Acts  8 :  1&-40. 

Saul.    Acts    9:1-31.     Compare    Acts    22:5-21;     26:12-18; 
Gal.  1 :  17-24. 

Peter.     Acts  9  :  32-11 :  18. 

Early  Days  at  Antioch.    Acts  11 :  19-12. 

3.  St.  Paul,  the  Traveler. 

First  Missionary  Tour.     Acts  13-14. 

The  Council  of  Jerusalem.     Acts  15 : 1-35.     Compare  Gal.  2 : 
1-21. 

Second  Missionary  Tour.     Acts  15  :  36-18  :  22. 
Third  Missionary  Tour.     Acts  18  :  23-20 :  3. 

4.  St.  Paul,  the  Prisoner. 

St.  Paul  Goes  to  Jerusalem.     Acts  20 :  4-21 :  26. 
St.  Paul's  Arrest.    Acts  21 :  27-33. 


284         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

St.  Paul  at  Cffisarea.    Acts  24-26 :  32. 

The  Voyage  to  Rome  —  Two  Years  in  Prison.    Acts  27  and  28. 

IH.  THE  PAULINE  EPISTLES 

The  list  at  the  head  of  this  section  gives  the  order  of  St.  Paul's 
epistles  as  they  occur  in  the  Bible.  The  order  below  is  chrono- 
logically grouped,  as  showing  the  development  of  St.  Paul's  thought, 
and  giving  something  like  a  systematic  view  of  his  writings. 

a.  The  Epistles  of  the  Second  Missionary  Tour. 

I  Thessalonians  consists  of  a  personal  portion,  Chapters  1-3 ; 
and  an  ethical  portion,  Chapters  4-5.     Read  especially : 

Concerning  Those  Fallen  Asleep.     I  Thes.  4  :  13-18. 
The  Closing  Exhortations.     I  Thes.  5  :  12-28. 

II  Thessalonians  is  of  especial  importance  as  showing  the  preva- 
lence of  the  opinion  that  the  second  coming  of  Christ  was  imminent. 
St.  Paul  endeavors  to  correct  this. 

The  Second  Advent.    II  Thes.  2. 

b.  The  Epistles  of  the  Third  Missionary  Tour. 

These  four  epistles  show  St.  Paul  at  the  very  height  of  his  mis- 
sionary labors,  and  in  the  midst  of  the  great  Judaistic  controversy 
which  shook  the  Church.  The  writings  of  this  period  fairly  flash 
fire. 

I  Corinthians  reproduces  the  life  of  a  typical  Gentile-Christian 
community.  It  was  written  in  response  to  several  questions 
submitted  by  the  Corinthian  Church.    See  7:1. 

The  Evil  of  the  Party  Spirit.    I  Cor.  1 :  10-4. 
Disorder  in  the  Church.    I  Cor.  11. 
The  More  Excellent  Way.    I  Cor.  12 :  31-14 : 1. 
The  Resurrection  of  the  Dead.    I  Cor.  15. 

II  Corinthians,  beautifully  called  the  "  confessions  "  of  St.  Paul, 
gives  us  much  personal  information  about  him. 

The  Ofiice  of  an  Apostle.    II  Cor.  2 :  14-4  :  6. 

The  Sufferings  of  an  Apostle.    II  Cor.  4:7-5: 10. 

The  Life  of  an  Apostle.    II  Cor.  5 :  20  to  6 :  13  and  7 :  2-4. 


APPENDIX  C  285 

The  Great  Invective.    II  Cor.  10-13. 

Romans,  called  his  greatest  epistle.  While  addressed  especially 
to  the  Jews  at  Rome,  it  partakes  of  the  nature  of  a  treatise  on  the 
relation  or  contrast  of  the  Mosaic  law,  and  Christian  grace.  It 
carries  through  a  well-sustained  argument;  it  consists  of  a  doc- 
trinal portion,  Chapters  1 :  16-11,  and  a  practical  part,  Chapters 
12-16. 

All  in  Need  of  Redemption.    Rom.  1 :  16-3 :  19. 

The  Spirit  of  Sonship.     Rom.  8. 

Israel's  Loss  the  Gentile's  Gain.    Rom.  11. 

Practical  Christian  Conduct.    Rom.  12-13. 

Galatians,  a  controversial  epistle.  A  Judaizing  party  in  Galatia 
had  succeeded  in  winning  the  churches  partly  away  from  St.  Paul's 
gospel,  making  a  severe  crisis  in  the  affairs  of  the  Gentile  Church. 
He  writes  in  refutation  : 

St.  Paul  Claims  Authority  for  Himself  and  His  Message.  Gal. 
1-2. 

Mosaism  and  Christianity  Contrasted.     Gal.  3-4. 

Freedom  and  License  Not  the  Same.     Gal.  5-6. 

c.   Epistles  of  the  First  Imprisonment. 

Ephesians  might  be  described  as  a  thanksgiving  that  the  Lord's 
prayer  of  John  17  was  in  process  of  fulfillment.  The  main  theme 
is  unity  of  both  branches,  Jew  and  Gentile,  of  the  Church;  St. 
Paul  presents  the  ideal  of  the  Church  as  the  mystical  Body  of 
Christ  predestined  before  all  ages,  and  destined  to  last  all  ages; 
whose  aim  it  is  to  make  men  holy,  and  to  unite  all  mankind  in 
peace  and  love. 

The  Apostle's  Benedictus.    Eph.  1 : 3-14. 

Gentiles,  Once  Aliens,  Now  Fellow-heirs.    Eph.  3. 

Unity  of  the  Body  of  Christ.     Eph.  4 : 1-24. 

The  Panoply  of  God.    Eph.  6 :  10-20. 

Colossians,  an  ideal  of  Christian  life  and  practice,  written  in 
refutation  of  a  philosophy  which  had  made  its  appearance  at 
Colossse. 

The  Office  of  the  Son.    Col.  1 : 1-23. 

Warning  Against  Error.     Col.  2 :  8-3 :  4. 


286  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Philemon,  the  one  essentially  personal  letter  of  St.  Paul.  It  is 
an  exquisite  little  epistle. 

The  Letter  of  a  Christian  Gentleman.    Phile.  1-25. 

Philippians,  similar  to  II  Cor.  in  giving  us  personal  touches  of 
St.  Paul.  He  is  writing  to  trusted  friends.  Styled  the  "  epistle 
of  joy  "  from  the  frequency  with  which  this  word  and  its  cognates 
occur. 

His  Bonds  Not  a  Hindrance.     Philp.  1 :  12-30. 

Lowliness  the  Mind  of  Christ.     Philp.  2  : 1-18. 

All  Things  Loss  for  Christ.     Philp.  3  : 1-16. 

d.   The  Pastorals. 

The  three  letters  to  Timothy  and  to  Titus  are  thus  aptly  called. 
They  were  written  during  the  second  imprisonment  at  Rome,  and 
show  us  St.  Paul  facing  martyrdom  and  death. 

Pastoral  Directions  to  Timothy.  I  Tim.  3 :  14-4.  (Containing 
an  early  Christian  hymn.     3  :  16.) 

"  Fight  the  Good  Fight."    I  Tim.  6 :  11-21. 

St.  Paul's  Last  Words.     II  Tim.  4. 

IV.  THE  REMAINING  BOOKS  OF  THE  NEW 
TESTAMENT 

a.   The  Epistle  to  the  Hebrews. 

An  apologetic  treatise  and  one  of  the  most  important  writings  of 
the  New  Testament.  Its  aim  was  to  help  certain  Christians  who 
seemed  not  to  have  a  true  insight  into  the  nature  of  Christianity. 
It  compares  two  religions  —  Leviticalism  and  Christianity.  The 
author's  view  of  the  former  is  that  it  kept  men  at  a  distance  from 
God;  Christianity,  on  the  other  hand,  knows  no  veil;  it  is  the 
religion  through  which  we  draw  nigh  to  God.  The  main  theme 
of  the  treatise  is  the  finality  of  the  Christian  religion. 

The  Supreme  Excellence  of  the  Son.     Heb.  1-3  :  6. 

The  Son  as  High  Priest.    Heb.  4  :  14-7. 

The  Son's  High  Priestly  Ministry.     Heb.  8-10 :  18. 

The  Triumphs  of  Faith.     Heb.  11. 

The  New  Covenant.     Heb.  12. 


APPENDIX  C  287 

b.  The  Epistles  General. 

James,  addressed  to  the  Christian  Jews  of  the  Dispersion; 
written  by  James,  the  Lord's  brother. 

Concerning  Trial.     Jas.  1. 

Belief  and  Practice.     Jas.  2. 

Concerning  the  Tongue.     Jas.  3-4  :  3. 

I  and  II  Peter.  Commonly  reckoned  as  the  work  of  the  Apostle 
Peter. 

"  An  Inheritance  Incorruptible."    I  Pet.  1:3-2: 10. 

"  We  Were  Eye-witnesses."    II  Pet.  1. 

I,  II,  and  III  John.     The  letters  of  St.  John  the  Evangelist. 

"  Walk  in  the  Light."    I  Jo.  1-2 :  11. 

The  Spirit  of  Truth  and  the  Spirit  of  Error.     I  Jo.  4-5 :  12. 

Jude.  The  author  was  the  brother  of  the  Lord  and  of  James. 
Compare  with  this  epistle  the  second  chapter  of  II  Peter. 

The  Faith  Once  Delivered.     Jude  1-25. 

c.  The  Revelation  of  John. 

An  apocalyptic  book  comparable  to  Ezekiel,  Zechariah,   and 
parts  of  Daniel.     Styled  the  book  of  "  New  Testament  prophecy." 
The  Address  to  the  Seven  Churches.     Rev.  1 :  4-3. 
The  Countless  Multitude.     Rev.  7. 
The  Seven  Bowls  of  Wrath.     Rev.  16. 
A  New  Heaven  and  a  New  Earth.    Rev.  21-22. 


V.  MEMORY  PASSAGES  FROM  THE  NEW  TESTAMENT 

1.  The  First  Christmas.     Luke  2  :  8-19. 

2.  The  Beatitudes.     Matt.  5:3-11. 

3.  The  Lord's  Prayer.     Matt.  6 :  9-13. 

4.  From  Jesus'  Last  Talk.     John  15  : 1-14. 

5.  Paul's  Address  on  Mars  Hill.     Acts  17 :  2-31. 

6.  Rules  for  Life.     Rom.  12 :  9-21. 

7*   Paul's  Account  of  Love.    I  Cor.  13. 

8.  Faith.     Heb.  11:1-6,  and  32-40. 

9.  Works.     James  2  :  14-16. 

10.   The  New  Jerusalem.     Rev.  22 : 1-14. 


APPENDIX  D 

Official  Syllabus  of  Bible  Study  for  High 
School  Pupils:  Approved  and  Authorized  by 
the  Virginia  State  Board  of  Education, 
August  29,  1916,  and  Published  by  the  State 
University 

(This  is  the  most  recent  state  syllabus  issued  for  use  as  a  basis  for  Bible 
study  credit.  It  was  prepared  by  Professor  W.  M.  Forrest,  head  of  the 
department  of  Biblical  History  and  Literature  in  the  State  University, 
collaborating  with  Mr.  Charles  Hutzler,  formerly  of  the  Richmond  School 
Board,  and  Dr.  Edward  N.  Calisch.  It  is  a  carefully  prepared  syllabus  of 
considerable  length,  providing  three  courses  of  ninety  lessons  each.  As  it  is 
impracticable  to  reproduce  it  here  in  its  entirety,  an  outline  thereof  follows. 
In  the  syllabus  Biblical  passages  for  memorizing  are  indicated  at  the  begin- 
ning of  each  course,  to  be  assigned  from  time  to  time  during  the  course.) 

COURSE  I.      OLD   TESTAMENT  HISTORY 

I.  The  Beginning  of  History. 

II.  The  Hebrew  Patriarchs. 

III.  The  Exodus  and  Wanderings. 

IV.  Conquest  of  Canaan. 
V.  Israel  under  the  Judges. 

VI.  The  United  Kingdom. 

VII.  The  Divided  Kingdom  to  the  Destruction  of  Israel. 

VIII.  The  Kingdom  of  Judah  to  the  Babylonian  Captivity. 

IX.  The  Exile  of  Judah. 

X.  The  Restoration  of  Judah. 

COURSE  II.      OLD   TESTAMENT   LITERATURE 

I.   Biblical    Legislation  —  Codes    and    Covenants  —  General 

Laws  and  Holidays. 
II.  The  Psalms. 

III.  The  Wisdom  Books. 

IV.  The  Prophets. 


APPENDIX  D  289 

COURSE  III.      NEW  TESTAMENT   HISTORY  AND  LITERATURE 

a.  The  Life  of  Christ. 

I.  The  Birth  and  Early  Life  of  Christ. 

II.  The  Preparation  for  the  Public  Ministry  of  Christ. 

III.  The  Judean  Ministry. 

IV.  The  Early  Galilean  Ministry. 
V.  The  Later  Galilean  Ministry. 

VI.   The  Final  Galilean  Ministry. 
VII.  The  Perean  Ministry. 
Vin.  The  Last  Week. 
IX.   The  Resurrection  and  Ascension. 

b.  Leading  Features  of  the  Four  Gospels. 
I.   The  Gospel  of  Matthew. 

II.   The  Gospel  of  Mark. 

III.  The  Gospel  of  Luke. 

IV.  The  Gospel  of  John. 

c.  The  Early  History  of  the  Church. 
I.   The  Church  in  Jerusalem. 

II.   The  Church  in  Judea,  Samaria,  and  Syria. 

III.  The  Church  in  the  Gentile  World  —  Paul's  Three  Mission- 

ary Journeys  and  Journey  to  Rome. 

IV.  Evidences  of  Paul's  Release,  Later  Activity,  and  Execution. 

d.  Leading  Features  of  Early  Christian  Literature. 
I.   Paul's  Letters  to  Churches. 

II.   Paul's  Letters  to  Persons. 

III.  General  Letters. 

IV.  The  Book  of  Revelation. 


APPENDIX  E 

Examination  Questions 

state  high  school  board  of  north  dakota,  janu- 
ary 13,  1913.  biblical  history  and  literature, 
one  half  unit  credit 

(Answer  any  ten  questions.     Time,  180  minutes) 

1.  Draw  an  outline  map  of  Palestine,  locating  Mt.  Carmel,  Mt. 
Pisgah,  the  Dead  Sea,  the  Sea  of  Galilee,  the  Jordan,  the  Kishon, 
Beersheba,  Bethlehem,  Dan,  Jericho,  Jerusalem,  Samaria. 

2.  Briefly  state  what  the  following  names  suggest :  Cain,  Cana, 
Canaan,  Esther,  Esdraelon,  Goliath,  Jeroboam,  Josiah,  Nehemiah, 
Sharon. 

3.  Briefly  narrate  the  chief  events  connected  with  the  Exodus 
from  Egypt. 

4.  Briefly  tell  the  story  of  Ruth. 

5.  Describe  the  "Call  of  Isaiah." 

6.  Briefly  recapitulate  the  chief  events  of  the  last  week  of 
Christ's  earthly  life. 

7.  Briefly  recapitulate  the  chief  events  of  Paul's  second  mis- 
sionary journey. 

8.  Briefly  recapitulate  the  chief  events  that  occurred  during 
Paul's  imprisonment  at  Csesarea. 

9.  Name  twenty  (20)  books  of  the  Old  Testament,  grouping 
them  under  proper  heads,  as  historical,  poetical,  etc. 

10.  Name  twenty  (20)  books  of  the  New  Testament,  properly 
grouping  them. 

11.  Write   a   memory   passage   from   Psalms.     (One   complete 
Psalm.) 

12.  Write  a  memory  passage  from  the  New  Testament.     (At 
least  150  words.) 


290 


APPENDIX  E  291 

STATE  HIGH  SCHOOL  BOARD  OF  NORTH  DAKOTA,  MAY 
28,  1913.  BIBLICAL  HISTORY  AND  LITERATURE.  ONE 
HALF  UNIT   CREDIT 

(Answer  any  ten  questions.     Time,  180  minutes) 

1.  Draw  an  outline  map  of  Palestine,  locating  by  name  the 
chief  river,  the  chief  salt-water  lake,  the  chief  fresh-water  lake ;  the 
capitals  of  the  kingdoms  of  Judah  and  Israel,  the  birthplace  of 
Jesus,  the  early  home  of  Jesus,  also  the  land  of  the  Philistines,  the 
land  of  Moab,  and  Damascus. 

2.  Who  or  what  were  Aaron,  Baal,  Capernaum,  Hebron, 
Jonathan,  Nehemiah,  Samson,  Samuel,  Stephen,  Timothy? 

3.  Briefly  discuss  the  four  great  periods  of  Hebrew  history. 

4.  Briefly  tell  the  story  of  Joseph  and  his  brothers. 

5.  Briefly  tell  the  story  of  Daniel,  making  clear  his  courage 
and  faithfulness. 

6.  Briefly  tell  the  story  which  follows  the  setting  of  the  Book 
of  Job. 

7.  Briefly  explain  Peter's  vision  at  Joppa  at  the  house  of  Simon, 
and  explain  its  significance  in  the  history  of  the  early  church. 

8.  Enumerate  the  chief  events  recorded  in  the  gospels  concern- 
ing the  life  of  Jesus  prior  to  his  first  public  miracle. 

9.  Briefly  tell  the  story  of  Paul's  first  missionary  journey. 

10.  Name  thirty  books  of  the  Bible,  telling  whether  each  is  in  the 
Old  Testament  or  the  New. 

11.  Write  a  memory  passage  from  the  Old  Testament,  selecting 
a  passage  outside  of  the  Psalms  and  about  150  words  in  length. 

12.  Write  a  memory  passage  from  the  New  Testament,  selecting 
a  passage  outside  the  gospels  and  about  150  words  in  length. 


292         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

STATE  BOARD  OF  EDUCATION  OP  NORTH  DAKOTA,  JAN- 
UARY, 1914.  BIBLICAL  HISTORY  AND  LITERATURE. 
ONE  HALF  UNIT   CREDIT 

(Answer  any  ten  questions;  each  has  a  value  of  ten  per  cent.     Time, 

180  minutes) 

1.  Briefly  locate  each  of  the  following,  stating  also  for  what  each 
is  remembered :  Bethel,  Bethlehem,  Carmel,  Gaza,  Hebron,  Jericho, 
Kishon,  Nebo,  Samaria,  Tyre. 

2.  Briefly  state  what  each  of  the  following  men  and  women 
did  to  entitle  them  to  remembrance:  Athaliah,  Deborah,  Esau, 
Esther,  Jeroboam,  Jezebel,  Josiah,  Nehemiah,  Rachel,  Sennacherib. 

3.  Briefly  describe  the  chief  events  in  the  life  of  Moses. 

4.  Name  and  briefly  discuss  five  men  who  were  prominent  in 
Israel  during  the  so-called  period  of  the  Judges. 

5.  Name  and  briefly  describe  five  important  events  in  the  life 
of  David. 

6.  How  are  the  books  in  the  Old  Testament  grouped  ?  Name 
20  books,  assigning  each  to  the  proper  group. 

7.  Quote  from  memory  a  passage  from  the  Old  Testament  at 
least  150  words  in  length. 

8.  Briefly  describe  the  chief  events  in  Chrises  life  during  the 
third  period  (period  of  growing  popularity). 

9.  Name  six  of  the  disciples  chosen  by  Christ,  and  in  regard  to 
each  of  those  named  mention  some  interesting  historical  fact. 

10.  Briefly  review  the  chief  events  in  the  history  of  the  early 
church  from  the  Day  of  Pentecost  to  the  conversion  of  Saul  of 
Tarsus. 

11.  Briefly  review  the  chief  events  in  the  life  of  Paul  from  the 
time  he  was  arrested  in  Jerusalem  until  he  reached  Rome. 

12.  Quote  from  memory  a  passage  from  the  New  Testament,  at 
least  150  words  in  length. 


APPENDIX  E  293 

STATE  BOARD  OF  EDUCATION  OF  NORTH  DAKOTA,  JUNE, 
1914.  BIBLICAL  HISTORY  AND  LITERATURE.  ONE 
HALF   UNIT   CREDIT 

(Answer  any  ten  questions;  each  has  a  value  of  ten  per  cent.     Time, 

180  minutes) 

1.  Draw  an  outline  map  illustrating  Old  Testament  geography, 
locating  the  following :  Bethel,  Carmel,  Esdraelon,  Gaza,  Hebron, 
Jericho,  Jerusalem,  the  Jordan,  Moab,  Nebo. 

2.  Draw  a  similar  map  illustrating  New  Testament  geography, 
locating  the  following :  Csesarea,  Capernaum,  Damascus,  Hermon, 
and  Nazareth. 

3.  Briefly  explain  who  each  of  the  following  was:  Apollos, 
Barnabas,  John  the  Baptist,  John  the  Disciple,  Luke,  Mark,  Philip, 
Silas,  Stephen,  and  Timothy. 

4.  Name  ten  important  men  mentioned  in  the  Old  Testament 
and  explain  why  each  of  these  is  noted. 

5.  Name  ten  important  women  mentioned  in  the  Bible  and 
explain  why  each  is  noted. 

6.  Briefly  tell  the  story  of  the  early  life  of  Jacob,  including  his 
quarrel  with  his  brother  and  the  circumstances  of  his  marriage. 

7.  Briefly  tell  the  story  presented  in  the  Book  of  Job. 

8.  Name  ten  parables  spoken  by  Jesus,  briefly  stating  what 
each  teaches. 

9.  Name  and  briefly  describe  ten  miracles  ascribed  to  Jesus. 

10.  Give  an  account  of  Paul's  first  missionary  journey,  mention- 
ing different  places  visited  and  the  chief  events  which  occurred. 

11.  Name  forty  books  in  the  Bible,  ascribing  each  to  its  proper 
position. 

12.  Write  a  memory  passage  from  the  Bible,  at  least  150  words 
in  length. 


294  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

STATE  BOARD  OF  EDUCATION  OF  NORTH  DAKOTA,  JUNE, 
1915.  BIBLICAL  HISTORY  AND  LITERATURE.  ONE 
HALF  UNIT   CREDIT 

{Answer  any  ten  questions;  each  has  a  value  of  ten  'per  cent.     Time, 

180  minutes) 

1.  Draw  an  outline  map  of  Palestine,  naming  and  locating  by  the 
number  the  scene  of  each  of  the  following  events : 

(1)  The  death  of  Moses. 

(2)  The  early  home  of  David. 

(3)  Solomon's  capital. 

(4)  The  capital  of  the  kingdom  of  Israel. 

(5)  Elijah's  contest  with  the  prophets  of  Baal. 

(6)  The  city  in  which  Jesus  grew  to  manhood. 

(7)  The  river  in  which  Jesus  was  baptized. 

(8)  The  sea  on  which  he  stilled  the  storm. 

(9)  The  city  near  which  Paul  saw  the  vision  which  changed  his 
life. 

(10)  The  city  in  which  Paul  was  imprisoned  for  three  years. 

2.  Tell  the  stories  of  the  boyhood  experiences  of  the  four  fol- 
lowing :  Jacob,  Joseph,  Samuel,  David.  Confine  your  accounts  to 
the  boyhood  experiences. 

3.  Briefly  tell  the  stories  of  the  four  following  women :  Jael, 
Ruth,  Jezebel,  Esther. 

4.  Tell  the  story  of  the  Book  of  Job. 

5.  Tell  the  story  of  the  Book  of  Jonah. 

6.  Write  a  memory  passage  from  the  Old  Testament,  at  least 
150  words  in  length. 

7.  Describe  the  five  following  events  in  the  life  of  Jesus :  (1)  his 
visit  to  the  temple  when  twelve  years  old ;  (2)  his  baptism ;  (3)  his 
temptation ;   (4)  his  transfiguration ;   (5)  his  triumphal  entry. 

8.  Mention  ten  noteworthy  places  visited  by  Paul  on  his  mis- 
sionary journeys,  telling  briefly  on  which  trip  he  visited  the  place  and 
what  happened  there. 

,  9.  What  connection  with  the  life  and  work  of  Paul  did  each  of 


APPENDIX  E  295 

the  following  men  have :  Agrippa,  Barnabas,  Felix,  Festus,  John, 
Mark,  Luke,  Peter,  Silas,  Stephen,  Timothy? 

10.  Name  and  classify  twenty  books  in  the  Old  Testament  and 
twenty  books  in  the  New  Testament. 

11.  Write  a  memory  passage  from  the  New  Testament,  at  least 
150  words  in  length. 

12.  Explain  the  Biblical  allusion  in  each  of  the  following  quota- 
tions : 

(1)  "He,  who  lone  in  Patmos  banished, 

Saw  in  the  sun  a  mighty  angel  stand, 
And  heard  great  Babylon's  doom  pronounced  by  Heaven's 
command."  —  Burns. 

(2)  "I  held  it  better  men  should  perish  one  by  one 

Than  that  earth  should  stand  at  gaze  like  Joshua's 
Sun  at  Ajalon."  —  Tennyson. 

(3)  "The  airy  hand  confusion  wrought, 

Wrote  'Mene,  mene,'  and  divided  quite 
The  kingdom  of  her  thought."  —  Tennyson. 

(4)  "Lazarus  left  his  charnel  cave 

And  home  to  Mary's  house  returned."  —  Tennyson. 

(5)  "He  changes  the  self-satisfied  Pharisee  into  the  broken-hearted, 

self -abased  Publican."  —  Newman. 

(6)  "Known  voices  are  as  David's  harp 

Bewitching  Saul's  oppressive  woes."  —  Faber. 
(7-8)  "Nor  did  Israel  escape 

The  infection,  when  their  borrowed  gold  composed 

The  calf  in  Oreb ;  and  the  rebel  king 

Doubled  that  sin  in  Bethel  and  in  Dan."  —  Milton. 

(9)  "On  him  baptized 

Heaven  opened,  and  in  likeness  of  a  dove 
The  spirit  descended."  —  Milton. 

(10)  "So  Lycidas  sunk  low,  but  mounted  high, 

Through  the  dear  might  of  Him  that  walked  the  waves." 

—  Milton. 


296         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

STATE  BOARD  OF  EDUCATION  OF  NORTH  DAKOTA,  JUNE, 
1916.  BIBLICAL  HISTORY  AND  LITERATURE.  ONE 
HALF  UNIT   CREDIT 

(Answer  any  ten  questions;  each  has  a  value  of  ten  per  cent.     Time, 

180  minutes) 

1.  Explain  the  relation  of  Palestine  to  the  other  lands  men- 
tioned in  the  Old  Testament.  Draw  an  outline  map  of  the  whole 
region. 

2.  Name  ten  (10)  prominent  men  of  the  Old  Testament  who 
lived  before  the  time  of  David  and  explain  why  each  is  noted. 

3.  Name  ten  (10)  prominent  men  of  the  Old  Testament  who 
lived  after  the  time  of  David  and  explain  why  each  is  noted. 

4.  Name  ten  (10)  women  mentioned  in  the  Old  Testament  and 
explain  why  each  is  noted. 

5.  Name  two  (2)  books  of  the  Pentateuch,  six  (6)  historical 
books,  three  (3)  poetical  books,  three  (3)  major  prophets,  and  six 
(6)  minor  prophets. 

6.  Write  from  memory  one  of  the  Psalms. 

7.  Name  ten  (10)  prominent  men  of  the  New  Testament  and 
explain  why  each  is  noted. 

8.  Give  an  account  of  five  (5)  parables  spoken  by  Jesus. 

9.  Give  an  account  of  five  (5)  wonderful  works  performed  by 
Jesus. 

10.  Discuss  the  work  of  the  Apostle  Paul  at  Athens,  Corinth, 
the  Island  of  Cyprus,  Ephesus,  and  Philippi.  When  did  he  visit 
each  place  ?    To  which  did  he  write  epistles  ? 

11.  Write  a  memory  passage  from  the  New  Testament,  at  least 
150  words  long. 

12.  Explain  theBiblical  allusionin  each  of  the  following  quotations : 

(1)  "Marked  even  as  Cain."  —  Tennyson. 

(2)  "A  heart  as  rough  as  Esau's  hand."  —  Tennyson. 

(3)  "Gash  thyself,  priest,  and  honor  thy  brute  Baal." 

—  Tennyson. 

(4)  "If  to  be  fat  is  to  be  hated,  then  Pharaoh's  lean  kine  are  to 
be  loved."  —  Shakespeare. 


APPENDIX  E  297 

(5)  "As  ragged  as  Lazarus  when  the  glutton  dogs  licked  his 
sores."  —  Shakespeare. 

(6)  "There  was  a  firebrand  at  each  fox's  tail 

Unleashed  in  the  cornfield. "  —  Browning. 

(7)  "Fair  as  Ruth  in  the  old  Hebrew  pastoral."  —  Whittier. 

(8)  "To  Him  who  gave  the  tangled  ram 

To  spare  the  child  of  Abraham."  —  Whittier. 

(9)  "He  preached  to  all  men  everywhere 

The  gospel  of  the  Golden  Rule."  —  Longfellow. 
(10)  "Samson  stark  at  Dagon's  knee 

Gropes  for  columns  strong  as  he."  —  Emerson. 

QUESTIONS  USED  AT  GREELEY,  COLORADO,  FOR  BIBLE 
STUDY  CREDIT  IN  THE  STATE  TEACHERS'  COLLEGE, 
MAY   25,    1913 

Directions  to  Teachers  of  the  Classes 

You  are  expected  to  read  and  grade  the  papers.  Judge  the  papers 
as  a  whole.  Read  for  evidences  of  scholarship  and  intelligent  grasp, 
rather  than  for  flaws  or  technical  minutiae.  The  amount  of  ground 
that  it  is  reasonable  to  expect  your  pupils  to  cover  in  this  written  ex- 
ercise must  be  judged  not  in  advance,  but  rather  on  the  basis  of  what 
those  who  employ  their  time  well  actually  accomplish.  Papers  are 
to  be  marked  S  (satisfactory)  or  the  word  "Unsatisfactory"  written 
across  the  back  of  the  paper.  When  graded  by  the  teacher,  they  are 
to  be  delivered  to  Dr.  Irving  E.  Miller,  of  the  College. 

Directions  to  Students 

Answer,  if  possible,  from  three  to  five  questions.  Choose  these 
questions  from  at  least  two  groups.  Write  according  to  the  stand- 
ards of  composition  that  prevail  in  classes  in  English.  Organize 
your  answers  in  such  a  way  that  they  will  be  complete  and  unified 
within  the  space  which  you  can  afford  to  give  them  in  your  limited 
time.  You  may  begin  with  any  question  you  choose.  Do  not 
waste  any  time  copying  the  question ;  identify  it  by  indicating  the 
number. 


298  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 


Questions 

Group  I 

1.  What  do  you  understand  by  the  word  "Bible"?  Explain 
the  significance  of  the  terms  "Old  Testament"  and  "New  Testa- 
ment." On  what  basis  is  this  division  into  two  parts  made  ?  What 
is  the  "Apocrypha,"  which  is  found  in  some  editions  of  the  Bible? 

2.  Classify  the  content  of  the  Bible  from  the  literary  point  of 
view.  Illustrate  your  answer  by  specifying  some  book,  books,  or 
parts  of  books  of  the  Bible  that  fall  under  each  literary  form. 

3.  Explain  briefly  (a  sentence  or  two)  ten  of  the  following  terms  : 
Eden,  Pentateuch,  Covenant,  Patriarch,  the  Exodus,  Decalogue, 
Theocracy,  Monotheism,  the  Exile,  the  Restoration,  Publican, 
Pharisee,  Sadducee,  Pentecost,  Dispersion,  Epistle,  Apocalypse. 

Group  II 

4.  Name  four  different  periods  in  the  history  of  the  Children 
of  Israel.  Name  one  man  prominently  identified  with  each  period 
and  discuss  briefly  his  significance  in  the  life  of  that  period. 

5.  How  was  the  tendency  to  idolatry  among  the  Hebrews  finally 
overcome  ? 

6.  Compare  and  discuss  the  specific  functions  of  the  priests 
and  the  prophets  in  the  religious  and  moral  life  of  the  Hebrew 
people. 

7.  Discuss  ideals  and  standards  of  home  life  and  child  train- 
ing among  the  Hebrews. 

Group  III 

8.  What  do  you  understand  by  Biblical  canonics  ?  Tell  some- 
thing of  the  Canon  of  the  Old  Testament. 

9.  What  is  meant  by  "Higher  Criticism"?  Tell  something  of 
its  problems. 

10.  Discuss  the  place  of  the  Bible  in  the  general  culture  of  the  in- 
dividual. 


APPENDIX  E  299 

QUESTIONS    ON    THE    CANON    OF    THE    NEW    TESTAMENT, 
APRIL   14,    1912 

1.  What  is  the  meaning  of  the  phrase  "The  Canon  of  the  New 
Testament"? 

2.  Distinguish  between  a  "provisional  canon"  and  the  "final 
canon." 

3.  Upon  what  principle  were  books  admitted  to  the  "final 
canon"?    About  what  time  was  the  "final  canon"  determined? 

4.  In  what  way  were  the  different  parts  of  the  New  Testament 
preserved,  and  how  were  they  first  brought  together? 

5.  If  the  Canon  of  the  New  Testament  can  be  arranged  into  four 
different  groups  of  writings  in  some  systematic  way,  arrange  the 
writings  so. 

6.  What  is  meant  by  the  "Process  of  Discrimination"  as  used 
in  the  Encyclopaedia  Britannica  article  ? 

7.  What  influence  had  Justin  Martyr  in  bringing  together  the 
New  Testament  books  ? 

8.  What  was  the  probable  beginning  of  the  use  of  the  New  Testa- 
ment books  ? 

9.  What  brought  about  the  settlement  of  the  Canon  that  lasted 
ten  centuries  ? 

10.  What  questions  have  arisen  in  modern  times  about  the 
Canon  of  the  New  Testament  ?     How  are  they  generally  answered  ? 

11.  To  what  extent  is  credit  due  to  the  Catholic  Church  for  the 
preservation  of  the  New  Testament  writings  ? 

12.  In  what  particulars  do  the  various  Christian  churches  of 
to-day  agree  in  regard  to  the  Canon  of  the  New  Testament  ? 

FINAL  EXAMINATION   IN   THE   HIGH    SCHOOLS   OF 
COLORADO   IN  JUNE,    1915 

Heroes  and  Leaders  of  Israel 

(Time,  not  over  two  hours.     Answer  any  ten  of  the  fifteen) 

1.  Name  in  order,  and  classify  in  groups,  the  books  of  the  Old 
Testament. 


300  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

2.  State  the  main  divisions  of  Hebrew  history,  and  name  a 
man  prominent  in  each  period. 

3.  Of  what  interest  to  us  of  to-day  is  a  knowledge  of  the  history 
of  the  Hebrew  people  ? 

4.  In  what  part  of  the  world  was  Hebrew  history  located? 
What  ancient  peoples  occupied  that  region  ?  What  modern  coun- 
tries occupy  it  ? 

5.  Why  is  Abraham  called  "The  Pioneer"?  From  which  of 
Noah's  sons  was  he  descended?  Where  was  his  early  home? 
What  journey  did  he  undertake?  Why?  Give  your  estimate  of 
his  character. 

6.  Who  was  Isaac  ?  Esau  ?  Jacob  ?  Joseph  ?  How  many  sons 
had  Jacob  ?    Why  did  they  go  into  Egypt  to  live  ? 

7.  Who  was  Moses  ?  Tell  of  his  infancy  —  his  life  as  a  prince 
—  a  tragedy  that  caused  exile  —  the  three  great  periods  in  his  life. 

8.  Tell  briefly  the  story  of  Ruth  and  Naomi. 

9.  Who  was  Samuel  ?    Saul  ?    David  ?    Solomon  ? 

10.  What  caused  the  division  into  the  two  kingdoms,  Israel  and 
Judah  ?  Who  was  the  first  king  in  each  and  what  cities  were  their 
capitals  ? 

11.  Name  four  prophets  whom  we  have  studied.  What  was  a 
prophet?  What  great  service  was  rendered  by  the  prophets  of 
Israel  and  Judah? 

12.  When  and  by  whom  were  the  "ten  tribes"  of  Israel  con- 
quered?   The  people  of  Judah? 

13.  How  long  were  the  people  of  Judah  in  captivity  ?  Where  ? 
What  had  Cyrus  to  do  with  their  return  to  Jerusalem?  Ezra? 
Nehemiah  ? 

14.  What  was  the  great  work  of  Judas,  "the  Jewish  conqueror"  ? 
What  was  the  great  mission  and  message  of  John,  "the  last  prophet 
of  the  old  dispensation"? 

15.  What  are  some  of  the  great  lessons  to  be  learned  from  a  study 
of  Hebrew  history?  What  benefit  have  you  derived  from  the 
study  ? 


APPENDIX  E  301 

FINAL  EXAMINATION  IN   THE  HIGH   SCHOOLS  OF 
COLORADO   IN  JUNE,    1916 

The  Friends  and  Followers  of  Jesus  —  The  Life  and 
Labors  of  Jesus 

(Time,  not  over  two  hours.    Answer  any  ten  of  the  fifteen) 

1.  Locate  Palestine;  name  three  of  its  main  divisions,  three 
important  cities  or  towns,  a  noted  river,  and  two  seas. 

2.  Under  what  civil  government  was  Palestine  when  Jesus  was 
born  ?  Under  what  religious  control  ?  Who  was  Csesar  Augustus  ? 
Herod  the  tetrarch  ?  Herod  the  king  ?  Pontius  Pilate  ?  Annas  and 
Caiaphas  ? 

3.  From  what  sources  do  we  derive  our  knowledge  of  the  life  of 
Jesus,  his  followers,  and  his  work  ?  Name  the  first  five  books  of  the 
New  Testament.     What  do  they  contain  ? 

4.  Who  was  John  the  Baptist ?  Why  so  called?  What  was  his 
great  mission  to  the  world?  How  was  his  work  related  to  that  of 
Jesus  ?    What  was  the  result  of  his  preaching  ? 

5.  Tell  of  the  choosing  of  the  Twelve,  —  the  kind  of  men  they 
were,  —  their  names  (as  many  as  you  can),  —  their  work,  —  and 
Jesus'  plan  or  method  in  training  them. 

6.  What  disciples  are  sometimes  called  "the  favored  three"? 
Why?  What  two  were  brokers?  What  four  were  fishermen? 
What  one  was  a  tax-collector  ? 

7.  Give  a  brief  but  comprehensive  account  of  the  life  and  career 
of  Paul. 

8.  In  what  different  ways  did  Jesus  seek  to  do  good  to  the 
people  about  him?     Give  illustrations. 

9.  What  is  a  parable  ?  Why  did  Jesus  use  parables  so  much  ? 
Outline  the  "Parable  of  the  Sower  and  the  Seed"  (or  any  other  par- 
able with  which  you  are  familiar)  and  tell  what  lesson  it  teaches. 

10.  What  is  the  "Golden  Rule"?    Repeat  it.     What  would  be 
the  effect  of  its  universal  application  ? 

11.  Where  was  Bethany?    What  dear  friends  of  Jesus  lived 
there?     What  wonderful  thing  did  Jesus  do  for  them? 


302  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

12.  Tell  something  fully  of  one  of  the  following,  showing  its  reli- 
gious lesson:  (1)  The  Transfiguration,  or  (2)  the  story  of  "The 
Good  Samaritan,"  or  (3)  the  Rich  Young  Ruler. 

13.  Who  opposed  Jesus  in  his  work?  Why?  What  complaint 
did  they  make  when  he  said,  "Son,  thy  sins  be  forgiven  thee"? 
When  his  disciples  picked  a  few  heads  of  grain  one  Sabbath  day? 
How  bitter  did  their  opposition  finally  become? 

14.  Tell  of  the  closing  events  of  the  earthly  life  of  Jesus,  impor- 
tant events  that  followed,  and  what  his  life  and  teachings  have  meant 
to  the  world,  —  and  to  you. 

15.  How  far  do  you  think  the  teachings  of  Jesus  have  permeated 
the  church  of  to-day?  How  far  society?  How  far  business? 
How  far  ought  they  ? 

INDIANA   HIGH   SCHOOLS,   MARCH    11,    1916 

Questions  on  Part  I 
(Old  Testament) 

1.  Describe  briefly  Palestine  as  to  location,  size,  and  its  physical 
divisions. 

2.  State  in  a  few  words  Palestine's  relation  to  the  other  lands 
that  surround  it. 

3.  What  are  the  four  great  periods  of  Hebrew  history  before 
Christ? 

4.  Name  four  great  Old  Testament  narratives  recorded  in  the 
Book  of  Genesis.    Relate  in  some  detail  one  of  these. 

5.  For  what  are  these  great  heroes  and  heroines  famous  in  Old 
Testament  history:  Abraham,  Moses,  Gideon,  Samson,  David, 
Elijah,  Solomon,  Joseph,  Miriam,  Sarah,  Aaron,  Isaac,  Deborah, 
Noah,  and  Rebecca  ? 

6.  Define,  in  their  Old  Testament  meaning,  these  terms :  Pass- 
over, Exodus,  Migration,  The  Plagues,  The  Wilderness,  Tabernacle, 
Covenant,  Promised  Land,  Ten  Commandments,  The  Flood. 

7.  Quote  two  memory  passages  from  the  Old  Testament. 

8.  (a)  Name  the  five  books  of  the  Pentateuch  in  their  Biblical 


APPENDIX  E  303 

order.     (6)  Name  three  Poetical  Books  of  the  Old  Testament, 
(c)  Name  four  Historical  Books. 

9.  (a)  Underscore  with  one  line  the  major  prophets  and  with 
two  lines  the  minor  prophets  in  this  list:  Daniel,  Haggai,  Joel, 
Isaiah,  Amos,  Malachi,  Jonah,  Ezekiel,  Hosea,  Jeremiah,  Obadiah. 
(b)  Why  are  some  prophets  called  major  and  others  minor? 

10.  What  Bible  stories  are  connected  with  the  following  places : 
The  Garden  of  Eden,  Mt.  Ararat,  the  Red  Sea,  Mt.  Sinai,  the 
Land  of  Midian,  Ur  of  the  Chaldees  ? 

Questions  on  Part  II 
(Old  Testament) 

1.  What  was  the  substance  of  God's  promise  to  Abraham? 
Where  was  Abraham's  old  home?  What  was  the  name  of  the 
country  to  which  God  called  him? 

2.  Give  some  description  of  the  physical  nature  of  Palestine. 
Make  a  rough  sketch  of  its  shape,  etc.,  mountains,  and  chief  river. 

3.  Tell  briefly  the  story  of  the  flood.  Who  were  Noah's  sons  ? 
What  races  did  each  establish  ? 

4.  In  your  study  of  Old  Testament  characters,  who  did  you  learn 
was  the  dreamer,  the  murderer,  the  law-giver,  the  founder  of  a 
nation  ? 

5.  Give  in  some  detail  the  deeds  of  four  of  the  great  Old  Testa- 
ment characters  named  in  this  list :  Abraham,  Moses,  Ruth,  Samuel, 
Saul,  David,  Solomon,  Elijah,  Nehemiah,  Esther,  Isaiah,  and  Daniel. 

6.  Quote  in  full  two  memory  passages  you  have  mastered  in 
your  study.    Indicate  in  what  Biblical  books  they  are  found. 

7.  Name  the  Historical  Books  and  the  minor  prophets  in  their 
order. 

8.  Define  these  terms :  The  Bible,  Old  Testament,  Pentateuch, 
Poetical  Books,  Major  Prophets,  Deuteronomy,  Genesis,  Priest, 
Prophet,  Ark  of  the  Covenant. 

9.  Give  a  brief  outline  of  Hebrew  history  before  Christ. 

10.  Locate  these  characters  in  Old  Testament  history:  Lot, 
Aaron,  Joshua,  Ruth,  Samuel,  Gideon,  Samson,  David,  Absalom, 
Elijah. 


304         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Questions  on  Part  HI 
(New  Testament) 

1.  Name  the  political  divisions  of  Palestine  in  Christ's  time. 

2.  Name  the  four  gospel  writers,  and  tell  how  one  writer  may 
differ  from  another  in  his  narrative  of  Christ's  life. 

3.  Give  a  brief  outline  of  the  periods  of  Christ's  life. 

4.  Give  two  of  the  memory  passages  you  committed. 

5.  What  are  the  five  divisions  into  which  the  twenty-seven 
books  of  the  New  Testament  fall  ? 

6.  Name  the  Epistles  to  the  special  churches.  Name  the  general 
Epistles. 

7.  In  the  first  period  of  Christ's  life,  describe  these  important 
events :  (a)  Birth  of  Christ ;  (b)  Flight  into  Egypt ;  (c)  Return 
to  Nazareth ;   (d)  Baptism  of  Jesus ;   (e)  Temptation  of  Jesus. 

8.  Connect  certain  events  in  Christ's  life  with  these  places: 
Bethlehem,  Nazareth,  Egypt,  Cana  in  Galilee,  the  river  Jordan, 
Bethany,  Jerusalem,  Gethsemane. 

9.  Tell  the  story  of  two  miracles  performed  by  Jesus. 

10.  Name  the  twelve  apostles.    What  three  stood  closest  to 
Jesus? 

Questions  on  Part  IV 

(New  Testament) 

1.  In  the  study  of  the  history  of  the  early  church  tell  of  its 
early  progress  at  Jerusalem  following  the  great  Day  of  Pentecost. 

2.  Tell  of  the  work  of  Philip ;  of  the  conversion  of  Saul ;  of 
Peter's  vision  at  Joppa,  and  of  the  spread  of  the  Gospel  to  Antioch. 

3.  Trace  the  steps  of  Paul  on  his  first  missionary  journey. 
Who  accompanied  him  on  this  first  journey  ? 

4.  Tell  something  of  Paul's  second  and  third  missionary 
journeys  and  their  effects. 

5.  What  can  you  say  of  Paul's  last  days  in  Rome  ? 

6.  Quote  two  memory  passages  of  this  section. 

7.  What  are  the  Biographical  Books  of  the  New  Testament? 
the  Historical  ?  the  Prophetic  ? 


APPENDIX  E  305 

8.  Locate  these  places  and  persons  in  their  connection  with  the 
history  of  the  Early  Church:  Ananias  and  Sapphira,  Stephen, 
Cornelius,  Antioch,  Tarsus,  Damascus,  Macedonia,  Timothy, 
Agrippa. 

9.  Tell  something  of  Paul's  arrest  in  Jerusalem  and  his  appeal 
to  Caesar. 

10.  Name  in  order  the  Epistles  to  special  churches  or  persons. 

INDIANA  HIGH   SCHOOLS,   MAY    13,    1916 

Questions  on  Part  I 

(Old  Testament) 

(Any  ten,  but  include  the  8th  question  in  the  ten) 

1.  (a)  Tell  the  story  of  David  and  Goliath,  (b)  Who  was 
David's  closest  friend  ?     (c)  Who  succeeded  David  as  king  ? 

2.  Connect  these  names  with  their  Biblical  setting :  Esau, 
Boaz,  Jonathan,  Deborah,  Gideon. 

3.  For  what  are  these  Biblical  places  noted :  Gilboa,  Mt.  Car- 
mel,  Sinai,  Mt.  Ararat,  the  Cave  of  Adullam,  the  river  Kishon  ? 

4.  (a)  Name  the  three  great  kings  of  united  Israel.  (b)  Name 
three  kings  of  northern  Israel  and  two  of  Judah. 

5.  Locate  on  a  rough  outline  map  of  Palestine  the  following: 
The  river  Jordan,  Jerusalem,  Mt.  Carmel,  Jericho,  Judah,  Samaria, 
the  Dead  Sea. 

6.  Name  three  major  prophets  and  five  minor  prophets.  What 
was  the  most  important  work  of  a  prophet  ? 

7.  Tell  briefly  the  story  of  Ruth  or  the  story  of  Esther. 

8.  Give  your  favorite  memory  passage  in  full. 

9.  Make  a  rough  outline  map  of  Palestine  and  indicate  its  im- 
portant geographical  divisions. 

10.  Recount  some  of  the  experiences  of  the  Children  of  Israel 
during  their  journey  through  the  Wilderness. 

11.  Relate  briefly  one  of  your  favorite   Biblical  stories,  not 
mentioned  above. 

12.  Name  some  interesting  event  in  the  life  of  Moses,  of  Jacob, 
of  Samuel,  of  Barak,  of  Saul,  of  Joshua,  of  Solomon. 


306         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 


Questions  on  Part  II 

(Old  Testament) 
{Any  ten,  but  include  the  9th  in  the  ten) 

1.  (a)  Tell  how  Noah  and  his  family  were  saved  during  the 
flood.  (6)  What  was  the  cause  of  the  flood?  (c)  How  long  did 
it  last?  (d)  Tell  how  Noah  knew  that  the  waters  had  abated. 
What  was  God's  promise  to  Noah  and  what  sign  did  God  give  Noah 
that  this  promise  would  be  fulfilled  ? 

2.  (a)  Tell  about  Abraham's  call  and  migration,  (b)  What 
was  the  greatest  trial  of  Abraham's  faith  ?    Result  ? 

3.  Compare  and  contrast  the  following  characters  (select 
any  three  groups) :  (a)  Lot  and  Abraham ;   (6)  Saul  and  David ; 

(c)  Samuel  and  Samson;   (d)  Ruth  and  Esther;    (e)  Moses  and 
David ;  (/)  Jacob  and  Esau. 

4.  (a)  Why  did  Joseph's  brothers  hate  him  ?  (6)  What  did  they 
do  with  him  ?  (c)  What  story  did  they  tell  their  father  ?  (d)  How 
did  Jacob  receive  the  news?  (e)  Give  three  incidents  in  Joseph's 
life  in  Egypt. 

5.  (a)  Give  three  incidents  that  occurred  during  Israel's  trip 
through  the  Wilderness,  (b)  How  long  were  they  in  the  Wilder- 
ness? (c)  Who  was  their  leader?  (d)  What  were  some  of  his 
duties  as  leader  ?     (e)  Who  was  his  successor  ? 

6.  Name  five  judges  of  Israel.  How  were  they  chosen  ?  For 
what  purpose  ? 

7.  Who  was  the  first  king  of  Israel?  Of  which  tribe  of  Israel 
was  he?  Why  did  Israel  want  a  king?  What  marked  difference 
was  there  between  Saul  and  Jonathan  ?    How  were  they  related  ? 

8.  (a)  Who  was  Solomon?  (6)  What  was  his  first  work  as 
king?     (c)  Where  was  the  temple?    What  is  on  the  site  now? 

(d)  What  became  of  Solomon's  temple  ?     (e)  Give  three  character- 
istics of  Solomon's  rule. 

9.  Write  one  memory  passage  on  Part  II  in  full. 

10.  Describe  briefly  the  life  and  work  of  Elijah  and  of  Elisha. 

11.  Make  a  map  of  Palestine  showing :  The  Jordan  River,  the 


APPENDIX  E  307 

Plain  of  Esdraelon,  the  Sea  of  Galilee,  Mt.  Lebanon,  Mt.  Tabor, 
Jerusalem,  Samaria,  Shiloh,  and  Bethlehem. 

12.    (a)  Tell  the  story  of  the  giving  of  the  Ten  Commandments. 
(b)  Write  brief  character  sketches  of  Ruth,  Esther,  and  Samuel. 

Questions  on  Part  III 

(New  Testament) 

(Any  ten,  but  include  the  9th  in  the  ten) 

1.  Tell  how  each  of  the  political  divisions  of  Palestine  was 
governed  during  the  life  of  Christ. 

2.  (a)  Who  were  the  authors  of  the  "synoptic  gospels"? 
(b)  What  other  writer  tells  the  story  of  Christ's  life  and  in  what 
respect  does  he  differ  from  the  "synoptic  gospels"? 

3.  Tell  briefly  the  story  of  Christ's  life  up  to  the  last  week. 

4.  Tell  briefly  the  events  of  the  last  week,  beginning  with  the 
triumphal  entry  into  Jerusalem  and  including  the  Resurrection. 

5.  (a)  Tell  the  story  of  one  miracle  performed  by  Jesus.  (6)  Tell 
the  story  of  one  parable  spoken  by  Jesus. 

6.  Give  a  brief  account  of  Jesus'  baptism;  his  temptation; 
his  transfiguration. 

7.  With  what  events  do  you  connect  these  places :  Mt.  Her- 
mon,  Cana  in  Galilee,  Bethlehem,  Gethsemane,  Nazareth? 

8.  (a)  What  connection  had  these  persons  with  Christ:  John 
the  Baptist,  John,  Peter,  Matthew,  Thomas,  Judas  Iscariot,  Laza- 
rus, Martha,  Herod  the  Great,  Pontius  Pilate?  (6)  How  did  Peter 
rank  in  prominence  among  the  other  disciples  of  Jesus  ? 

9.  Quote  one  memory  passage  of  Part  III  in  full. 

10.  Name  the  five  divisions  of  the  New  Testament  and  the  books 
included  in  each. 

11.  Tell  the  story  of  Jesus'  birth  and  the  flight  into  Egypt. 

12.  Describe  the  final  trials  of  Jesus  before  his  crucifixion. 


308  CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

Questions  on  Part  IV 

(New  Testament) 

(Any  ten,  but  include  the  8th  in  the  ten) 

1.  Name  three  men  who  were  active  in  the  progress  of  the 
Church  at  Jerusalem  and  tell  something  of  their  work. 

2.  Name  three  men  who  carried  the  Gospel  to  the  Gentiles  and 
tell  how  they  did  it. 

3.  Name  seven  cities  visited  by  Paul  on  his  missionary  journeys. 

4.  Tell  something  of  the  treatment  received  by  the  disciples 
after  their  acceptance  of  Christ. 

5.  Why  was  there  a  great  council  held  at  Jerusalem,  and  what 
was  its  eff ect  ? 

6.  Tell  briefly  the  story  of  Paul's  life. 

7.  In  what  way  were  these  people  connected  with  the  history 
of  the  early  church :  Stephen,  Philip,  Cornelius,  Dorcas,  Timothy, 
Felix,  Ananias  and  Sapphira,  and  the  Philippian  jailer  ? 

8.  Quote  one  memory  passage  of  Part  IV  in  full. 

9.  Name  the  supposed  authors  of  ten  books  of  the  New  Testa- 
ment. 

10.  For  what  purpose  was  each  of  these  divisions  of  the  New 
Testament  written :  (a)  The  Gospels ;  (b)  the  Acts  of  the  Apostles ; 
(c)  the  Pauline  Epistles  ? 

11.  Describe  briefly  these  events :  (a)  The  ministry  of  John  the 
Baptist;  (b)  the  baptism  of  Jesus;  (c)  the  triumphal  entry  of 
Jesus  into  Jerusalem. 

12.  Relate  briefly  two  well-known  miracles  of  Jesus  and  name 
four  famous  parables  of  Jesus. 

SPOKANE,   WASHINGTON,   MAY   15,    1915 

(Old  Testament) 

(Answer  ten  questions.     Time,  90  minutes) 

1.  Draw  an  outline  map  of  Palestine,  showing  seas,  rivers,  im- 
portant cities,  and  trade  routes. 

2.  Name  three  of  the  most  prominent  persons  in  Hebrew  his- 
tory before  the  entrance  of  Israel  into  Canaan. 


APPENDIX  E  309 

3.  How  are  the  Old  Testament  books  grouped?  Name  the 
books  of  the  second  division. 

4.  Outline  the  events  associated  with  David's  cry,  "O,  my  son 
Absalom  !  My  son,  my  son  Absalom !  Would  to  God  I  had  died 
for  thee,  O  Absalom,  my  son,  my  son  !" 

5.  State  briefly  what  you  know  about  the  following  ten  men  and 
women:  Aaron,  Daniel,  Deborah,  Esau,  Esther,  Gideon,  Isaac, 
Jonathan,  Josiah,  and  Rachel. 

6.  Write  the  First  Psalm. 

7.  Tell  the  story  of  Ruth. 

8.  Give  a  brief  account  of  the  life  of  Moses. 

9.  After  the  death  of  what  king  was  Israel  divided,  and  who 
were  the  first  kings  to  rule  over  the  divided  kingdom  ? 

10.  Describe  briefly  the  chief  events  in  the  life  of  Elijah. 

11.  Why  is  a  knowledge  of  the  English  Bible  necessary  for  general 
culture  ? 

12.  Give  the  ten  commandments. 


(New  Testament) 
{Answer  five  questions.     Time,  90  minutes) 

1 .  Enumerate  the  chief  events  recorded  in  the  gospels  concern- 
ing the  life  of  Jesus  prior  to  his  first  public  miracle. 

2.  Write  a  memory  passage  from  the  New  Testament,  select- 
ing a  passage  outside  the  gospels  and  about  150  words  in  length. 

3.  Briefly  recapitulate  the  chief  events  of  the  last  week  of 
Christ's  earthly  life. 

4.  Indicate  carefully  the  use  that  has  been  made  of  the  Last 
Supper  in  English  literature. 

5.  Name  twenty  (20)  books  of  the  New  Testament,  properly 
grouping  them. 

6.  Name  six  of  the  disciples  chosen  by  Christ,  and  in  regard  to 
each  of  those  named,  mention  some  interesting  historical  fact. 

7.  Briefly  review  the  chief  events  in  the  history  of  the  early 
church  from  the  Day  of  Pentecost  to  the  conversion  of  Saul  of 
Tarsus. 


310         CREDIT  FOR  OUTSIDE  BIBLE  STUDY 

SPOKANE  HIGH  SCHOOLS.      EXAMINATIONS  ON  SYLLABUS 
OF  BIBLE   STUDY,   MAY   20,    1916 

(Old  Testament) 
{Time,  90  minutes) 

1.  Give  the  Old  Testament  story  of  the  origin  of  languages. 

2.  Mention  the  Old  Testament  books  that  are  classed  under  the 
following  literary  forms:  (a)  Drama,  (b)  Poetry,  (c)  History, 
(d)  Novel,  (e)  Legal  treatise. 

3.  Mention  an  important  incident  connected  with  each  of  the 
following:  (a)  Goshen,  (6)  Laban,  (c)  Cain,  (d)  Samuel,  (e)  Sinai, 
(/)  Jephthah,  (g)  Athaliah,  (h)  Ajalon,  (i)  Mt.  Nebo,  (j)  Jericho. 

4.  (a)  Mention  three  Old  Testament  stories  in  which  animals 
play  an  important  part. 

(6)  Give  the  authors  and  titles  of  two  well-known  English  poems 
that  are  based  on  Old  Testament  narratives. 

(c)  Explain  the  meaning  of  the  rainbow. 

(d)  What  protest  did  Daniel  and  his  friends  make  against  the 
food  that  was  given  them  ?    Why  ? 

5.  Tell  the  story  of  Naboth's  vineyard. 

6.  Write  a  brief  biography  of  David. 

7.  (a)  To  what  was  Jacob's  name  changed  and  what  was  the 
occasion  ? 

(6)  How  was  Naaman  healed  ? 

(c)  How  did  Gideon  choose  his  army  ? 

(d)  What  was  the  cause  of  the  division  of  the  kingdom  ? 

8.  (a)  How  did  Sisera  meet  his  death  ? 

(b)  How  did  Saul  die? 

(c)  How  did  Esther  frustrate  the  plot  against  her  people  ? 

(d)  About  what  is  the  elevation  of  Mt.  Ararat  ? 

9.  Who  captured  Jerusalem  and  what  did  he  do  with  the  city, 
the  king,  and  the  people  ? 

10.   Complete  any  five  of  the  following  sentences  : 

(a)  "Honor  thy  father  and  thy  mother  that  — " 

(b)  "  And  thou  shalt  bind  them  for  a  sign  upon  thine  hand  and  —  " 


APPENDIX  E  311 

(c)  "Therefore  the  ungodly  shall  not  stand  in  the  judgment 
nor  — " 

(d)  "Surely  goodness  and  mercy  shall  follow  me  — " 

(e)  "God  is  our  refuge  and  strength  — " 
(J)   "The  Lord  is  merciful  and  gracious  — " 

(g)  "Happy  is  the  man  that  findeth  wisdom  and  — " 

(h)  "But  they  that  wait  upon  the  Lord  shall  — " 

(i)   "  And  unto  man  he  said,  Behold  the  fear  of  the  Lord  that  is — " 

(j)   "For  my  thoughts  are  not  your  thoughts,  neither  — " 

(New  Testament) 
(Answer  eight  questions.     Time,  90  minutes) 

1.  Draw  a  map  showing  the  political  divisions  of  Palestine  in 
the  time  of  Christ. 

2.  Name  the  divisions  of  the  books  of  the  New  Testament  and 
the  number  of  each.     Which  book  do  you  like  best  ?     Why  ? 

3.  Name  five  of  the  miracles  of  Jesus  and  five  of  his  parables. 

4.  Write  from  memory  the  Beatitudes. 

5.  Tell  what  you  know  of  the  following :  Pentecost,  Stephen, 
Joppa,  Damascus,  Sapphira,  Cornelius,  Crete,  Gethsemane,  Lazarus, 
Cana. 

6.  Write  not  less  than  50  nor  more  than  100  words  about  Peter. 

7.  (a)  Give  an  outline  of  the  life  of  Paul,  (b)  Name  three 
churches  established  by  him,  and  three  addresses  given  by  him. 

8.  In  what  business  were  the  following  engaged :  Peter,  Paul, 
John,  Luke,  Zebedee,  Matthew,  Timothy? 

9.  (a)  Name  the  periods  in  the  life  of  Christ.  (6)  Name  the 
principal  locality  connected  with  each.  Name  two  events  in  each 
period. 

10.   When  was  the  church  established  among  the  Jews?   among 
the  Gentiles  ?  in  Europe  ?    Mention  the  chief  actor  in  each  event. 


INDEX 


(References  are  to  pages) 
Action  of  educational  and  religious       193;    Reading  of  Bible  not  suffi- 


organizations,  150,  174,  181-186. 
See  International  Sunday  School 
Association,  Religious  Education 
Association,  State  Sunday  School 
associations,  and  State  teachers'  or 
educational  associations. 

Advantages  of  giving  credit  for 
Bible  study,  30^0. 

Alabama,  19,  163,  166-170,  171,  172, 
188,  195,  198,  214;  Birmingham, 
19,  166-168;  Montgomery,  166, 
168,  198;  Mobile,  169,  170,  198; 
Selma,  169. 

Appendixes :  A,  North  Dakota  Syl- 
labus, 233-244 ;  B,  Colorado  Syl- 
labus, 245-266;  C,  Oregon  Sylla- 
bus, 267-287 ;  D,  Virginia  Syllabus, 
288-289;  E,  Examination  Ques- 
tions, 290-311. 

Arizona,  140. 

Arkansas,  161. 

Atlantic  States,  141-154. 

Bible  Study:  Critical  and  doctrinal 
questions  avoided,  24,  57,  58,  68, 
70,  87,  125,  130,  144,  146,  148,  163, 
202;  Cultural,  ethical,  religious, 
and  spiritual  value  of,  1,  4,  65,  67 ; 
Excluded  from  schools,  2,  3,  14; 
Geographical,  historical,  and  liter- 
ary aspects  of,  6,  22-28,  67,  68,  77, 
78,  80,  87,  91,  130,  202;  Ignorance 
of  Bible,  2,  3,  8,  66,  194;  Inter- 
pretation of  Bible  necessary,  6; 
Liberty  of  interpretation,  23,  40, 
46,  70,  79,  130,  132,  146,  184,  190, 
193,  195,  202;  Memorization  of 
selections,  58,  68,  87,  238,  244,  278, 
287,  288 ;  Only  textbook  required, 
48,  68,  113, 123,  125,  132,  143, 146, 


cient,  5,  6 ;  Reading  of,  in  schools, 
4,  5,  6,  7,  10;  State  should  en- 
courage Bible  study,  9;  Study  of 
Bible  not  compulsory,  28,  68,  69, 
108,  118,  132,  134,  143,  147,  158, 
204 ;  Taught  as  a  regular  subject, 
26,  38,  57,  58,  60,  63,  69,  91,  110, 
129,  176,  178,  220;  Taught  in 
public  schools  and  colleges  out  of 
school  hours,  26,  108,  223,  224; 
Taught  in  church  schools,  etc., 
7,  9,  19-21,  22,  26,  41  et  seq. 

Bibliography,  227-232. 

Buildings,  used  for  Bible  study  and 
religious  purposes,  223,  224. 

California,  137. 

Canada,  176-180;  Manitoba,  180; 
Nova  Scotia,  179;  Ontario,  176, 
177;  Quebec,  4,  178;  Saskatche- 
wan, 180. 

Central  States,  85-127. 

Central  supervision,  119,  121,  124, 
125,  126,  218. 

Certificates  of  qualification,  119,  121, 
220. 

Certificates  of  approval,  120. 

College  credit  for  outside  Bible 
study,  reasons  for,  64,  65. 

Colorado  plan,  23,  24,  34,  58,  72-84, 
85,  153,  154,  166,  172,  187,  193, 
199,  203,  213,  218 ;  Committee  in 
charge  of,  78;  Contrasted  with 
North  Dakota  plan,  80;  Outline 
of  course,  75,  76;  Questions  on 
examinations,  79,  299-302;  Reso- 
lutions of  State  Teachers'  Associa- 
tion, 74 ;  Results  of  examinations, 
78,  79;  Suggestions  for  teaching 
course,  77;    Syllabus,  75,  76,  77, 


313 


314 


INDEX 


138,  245-266;  Teachers'  hand- 
book, 77,  83,  228. 

Columbia,  District  of,  154. 

Connecticut,  152. 

Constitutional  difficulties,  question 
of,  188,  191,  192,  193. 

Constructive  Series,  22,  23,  32,  102, 
103,  136,  138. 

Cooperation  between  state  schools 
and  church  schools,  1-12,  21,  74, 
127,  148,  166,  168,  190,  191,  192, 
203,  215,  224,  225. 

Council  of  moral  and  religious  edu- 
cation, 211,  212,  215. 

Courses,  content  of,  22,  42,  47-49, 
55,  58,  69,  75,  76,  80,  86,  102,  118, 
123,  132,  143,  158,  163,  178,  207, 
210,  222,  223,  225.     See  Syllabi. 

Credit  for  outside  study,  12-19,  165, 
214. 

Credit  for  outside  Bible  study,  19 
et  seq. ;  Outline  of  the  plan,  22-28. 

Credit,  amount  of,  for  outside  Bible 
study,  46,  70,  75,  87,  91,  95,  101, 
103,  106,  107,  109,  110,  111,  113, 
114,  118,  126,  128,  129,  130,  134, 
136,  137,  138,  143,  146,  157,  158, 
161,  163,  212. 

Credit  without  examination,  22,  24, 
96,  110,  136,  167,  170. 

Credit  for  Bible  study,  an  incentive, 
36,  37. 

Denominational  interest  in  plan,  150, 

174,  184-186. 
Difficulties  involved,  161,  187-204. 
Director  of  religious  education,  212, 

222. 

Educational  and  religious  organ- 
izations, action  of.  See  Action  of 
educational  and  religious  organ- 
izations. 

Educational,  not  religious  or  sec- 
tarian movement,  27,  67,  214,  216. 


Efficiency  of  Sunday  schools,  30-33, 
112,  205  et  seq. 

Elementary  education,  plan  applied 
in,  66,  166-175,  176,  212,  220. 

Equipment  for  effective  Bible  instruc- 
tion, 32,  110,  201,  212. 

Examination  questions  for  Bible 
study  credit :  North  Dakota,  290- 
297;  Colorado,  297-302;  Indi- 
ana, 302-308;    Spokane,  308-311. 

Examination  questions,  how  pre- 
pared, 25,  26,  59,  61,  78,  86,  103, 
106,  111,  113,  125,  144,  148,  157, 
158,  159,  163,  177,  196,  217. 

Examinations,  how  conducted,  25, 
26,  59,  61,  70,  79,  87,  104,  105,  106, 
111,  124,  130,  135,  143,  144,  157, 
158,  159,  163,  217. 

Examinations,  question  of  their 
value,  203. 

Examinations,  results  on :  Colorado, 
78,  80;  North  Dakota,  70,  71, 
194;  Indiana,  88,  89;  Washing- 
ton, 131. 

Existing  organizations  utilized,  161, 
222. 

Expense  not  generally  borne  by 
state,  23,  27,  71,  79,  83,  84,  86,  87, 
111,  122,  127,  133,  148,  183,  198, 
199. 

Florida,  164. 

Forward,  Rev.  De  Witt  D.,  43,  44, 
51,  52,  153,  187. 

Gary  plan,  11,  12,  32. 

Graded  series.  See  International 
Sunday  School  Lessons. 

Greeley  plan,  43-54,  66,  72,  73,  74, 
75,  77,  187,  193,  209,  220;  Com- 
mendations of,  51-54;  Course  of 
study,  47-49;  Details  of,  46-47; 
Genesis  of,  43-45;  Purpose  of, 
51;  Significant  results,  50,  52; 
Students  enrolled,  50. 


INDEX 


315 


Harmonization  of  religious  interests, 

38,  39,  72,  192-198. 
Higher  education,  plan  applied  in, 

41-65,  173,  176,  220. 

Idaho,   134-136;    Lewiston,  22,  35, 

135-137,  214,  221. 
Illinois,   95-97,   224;    Paris,   95-97, 

188,  196 ;  Rockford,  97. 
Indiana,  23,  58,  84,  85-90,  151,  187, 

189,  192,  195,  198,  216 ;  Board  of 
Control,  86;  Examination  ques- 
tions, 25,  86,  302-308;  Examina- 
tions, 86,  87,  88,  89;  Outline  of 
course,  85,  86;  Places  where  plan 
is  in  operation,  88,  89,  90;  Regu- 
lations concerning  examinations, 
87;  Resolution  of  State  Board  of 
Education,  85,  86 ;  Syllabus,  85. 

International  Sunday  School  Asso- 
ciation, 32,  83,  182-184,  223. 

International  Sunday  School  Les- 
sons, 22,  23,  29,  31,  76,  80,  92,  93, 
106,  113,  131,  136,  138,  147,  149, 
156,  162,  169,  173,  178,  222. 

Iowa,  41-43,  108-112;  Corning,  108, 
109;  Des  Moines,  26,  108,  196; 
Indianola,  109;  Report  of  Com- 
mittee to  State  Teachers'  Associa- 
tion, 110-112,  225;  University  of 
Iowa,  41-43. 

Kansas,     103-108,     117-127,     218; 

Abilene,     107;      Hiawatha,     108; 

Newton,  19,  107;  Olathe,  25,  106; 

Salina,   19,   24,  25,  34,   105,   106, 

215,  221 ;    Topeka,  19,  24,  25,  34, 

103-104,  189,  197,  215. 
Kentucky,  164. 

Legal  difficulties,  question  of,  187. 
Louisiana,  164. 

Manitoba,  180. 
Massachusetts,  151. 


Michigan,    Grand   Rapids,    19,    26, 

112,  113,  196,  215. 
Mississippi,  4,  25,  26,  161-163,  197, 

214. 
Missouri,   99-103,   188;    Iberia,   22, 

23,  25,  26,  35,  89,  102;   University 

of  Missouri,  56,  57,   100;    Webb 

City,  23,  101,  102,  215. 
Montana,  140,  174,  217. 

Nebraska,  113;  Falls  City,  113,  115; 
Pawnee  City,  23,  113 ;  Tecumseh, 

113,  114,  188,  197,  221. 
New  Jersey,  153. 

New  Mexico,  140. 

New  York,  13-16,  148-151,  199,  216; 
Poughkeepsie,  15, 16,  149. 

North  Carolina,  152,  210,  211. 

North  Dakota  plan,  34,  58,  66-72, 
79,  80-84,  85,  151;  Contrasted 
with  Colorado  plan,  80 ;  Examina- 
tion questions,  25,  70,  290-297; 
Fundamental  principles  of,  67, 
68;  Questionnaire  to  determine 
qualifications  of  teachers,  81,  82, 
200;  Results  of  examinations, 
70,  71,  194;  Syllabus,  23,  58, 
66,  67,  69,  71,  81,  83,  85,  114, 
130-134,  138,  151,  166,  172,  182, 
194,  200,  201,  216,  217,  224,  233- 
244. 

Nova  Scotia,  179. 

Ohio,  90-95;    Attempt  to  incorpo- 
rate plan   in   legislative  bill,   90 
Cincinnati    Training    School,    63 
Coshocton,  91-95 ;    Cleveland,  91 
Findlay    College,    64,    91;     Lake- 
wood,  91 ;    Report  card  used  at 
Coshocton,  93,  94;   Toledo  Coun- 
cil of  Moral  and  Religious  Educa- 
tion, 212. 

Oklahoma,  62,  63,  157-161,  170,  171, 
172,  188,  196,  202,  214,  220. 

Ontario,  26,  27,  176-178. 


316 


INDEX 


Oregon,  84,  133-135,  175 ;  Syllabus, 
23,  27,  134,  216,  218,  267-287. 

Out-of-school  work,  credit  for,  13 
et  seq. 

Parents'  relation  to  Bible  study,  7,  8, 

9,  38,  174. 
Pennsylvania,  153. 
Preparation  for  Bible  study  credit, 

205-212. 
Private  and  parochial  schools,  credit 

for  Bible  study  in,  39,  194,  219. 
Procedure     in     inaugurating     plan, 

213-225. 

Quebec,  4,  178. 

Reasons  for  college  credit  for  Bible 
study,  64,  65. 

Recapitulation  of  methods  of  in- 
augurating plan,  213,  214. 

Religious  Education  Association,  181, 
182,  188,  190,  212,  227. 

Religious  Education  magazine,  227. 

Religious  instruction  encouraged, 
202. 

Religious  organizations,  action  of. 
See  Action  of  educational  and 
religious  organizations. 

Saskatchewan,  180. 

School  buildings,  use  made  of,  223, 

224;    New  York  law  relative  to 

use  of,  224. 
Secondary  education,  plan  applied  in, 

19-40,     66-172,     173,     176,     220. 

See  names  of  states  and  localities 

where  applied. 
Sectarian   cooperation,    38,    39,    72, 

192-198. 
Sectarian  difficulties,  question  of,  187, 

192-198. 
Sectarianism  avoided,  68,  192,  195, 

196,  215,  216,  220. 
Separation  of  state  and  church,  2,  3, 

12,  67,  183,  187,  189-192. 


South  Carolina,  153;  University  of, 
57. 

South  Dakota,  98,  173. 

Southern  States,  155-175. 

Spread  of  movement,  83,  84. 

Squires,  Dr.  Vernon  P.,  34,  39, 
66,  67,  70,  71,  72,  82,  83,  98,  151, 
182,  189,  190,  193,  194,  200,  201 ; 
Articles  by,  see  Bibliography. 

Standardization  of  Bible  study  and 
teaching,  30,  74,  92,  96,  99,  100, 
103,  109,  110,  112,  120,  133,  162, 
204,  205  et  seq.,  221. 

Starting  the  plan,  215. 

State  educational  authorities,  action 
of,  67,  85,  87,  128,  133,  142,  148, 
156,  157,  163,  202. 

State  Sunday  School  associations, 
71,  73,  74,  75,  77,  79,  83,  84,  91, 
98,  99,  103,  107,  112,  116, 117,  118, 
119,  134,  135,  137,  138,  139,  140, 
145,  149, 150,  151,  152,  153,  154, 
160,  161,  162,  164,  168,  169,  178, 
179,  180,  188,  194,  214,  217,  218, 
219,  225. 

State  superintendents,  indorsement 
of,  71,  99,  103,  116,  135,  140,  157, 
164,  202. 

State  teachers'  or  educational  asso- 
ciations, 66,  73,  74,  85,  86,  99,  103, 
110,  112,  116,  117,  118,  134,  135, 

137,  138,  139,  141,  152,  160,  161, 
214,  217,  218,  219. 

Success  of  the  plan,  50,  59,  61,  62, 
71,  72,  79,  89,  109,  113,  115,  131, 
133,  135,  136,  155,  159,  160,  197. 

Supplementary  credits,  17,  166-172 ; 
Alabama,  24,  166-172;  California, 
166;  Oklahoma,  160,  165,  170-172. 

Syllabi,  Bible  Study,  23,  66,  67,  69, 
71,  81,  83,  85,  130,  132,  133,  134, 

138,  142,  155,  156,  173,  200,  203, 
216,  217,  222,  224 ;  North  Dakota, 
233-244;  Colorado,  245-266 ;  Ore- 
gon, 267-287;  Virginia,  288-289. 


INDEX 


317 


Teachers,  qualifications  of,  30,  31, 
33,  34,  35,  46,  47,  55,  74,  81,  96, 
100,  103,  104,  105,  108,  109,  110, 
112,  119,  120,  136,  147,  156,  162, 
167,  199,  200,  205-211,  217,  220- 
222;  North  Dakota  questionnaire 
to  determine,  81,  82,  200. 

Teachers'  Council,  206. 

Teachers'  training  classes,  60,  61,  63, 
64,  97,  206. 

Teachers'  training  schools  or  insti- 
tutes, 34,  153,  206-211,  221; 
Chicago,  208,  209;  Cincinnati,  63, 
207,  208;  Des  Moines,  208; 
Greenboro,  210,  211 ;  Rochester, 
33,  151,  209 ;  Topeka,  34,  104,  208. 

Tennessee,  164,  165. 

Texas,  23,  155-157,  196,  214; 
Austin,  155 ;  University  of  Texas, 
54-56. 

Text  and  reference  books  recom- 
mended, 49,  76,  77,  91,  102,  106, 
109,  138,  146,  158,  257,  260,  266. 
See  Constructive  Series. 

Vacation  or  summer  Bible  schools, 

10,  11,  28,  143,  219. 
Vermont,  25,  141,  147. 
Virginia,  24,  26,  27,  36,  40,  141-144, 


197,  214,  216,  217,  220;  Harrison- 
burg normal  school,  59-62;  Rad- 
ford normal  school,  57-59,  197; 
Syllabus,  142,  143,  288-289;  Uni- 
versity of  Virginia,  57. 

Washington,  23,  84,  128-133,  174, 
175;  Algona,  175;  Centralia,  133; 
Charleston,  175;  Cowlitz  County, 
175;  Eveline,  174;  Everett,  133; 
Roslyn,  175 ;  Spokane,  26,  35,  129, 
197;  Sunnyside,  133;  Tacoma, 
23,  24,  25,  35,  131-133,  188,  197, 
213. 

Week-day  Bible  schools,  10,  11,  28, 
90,  177,  182,  212,  218,  219. 

Western  states,  128-140. 

West  Virginia,  4,  144,  194,  196,  224 ; 
Chester,  145,  146,  173. 

What  to  do,  205-225. 

Wisconsin,  98;  Stoughton,  98. 

Wyoming,  139;  Laramie,  139. 

Young  Men's  Christian  Association, 
20,  27,  89,  104,  105,  143,  209,  210, 
211,  215,  219,  223. 

Young  Women's  Christian  Associa- 
tion, 27,  43,  44,  45,  53,  57,  59,  104, 
143,  208,  209,  211,  215. 


YB  30233 


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